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Article
The First Montessori Schools in Palestine
Publication: Around the Child, vol. 1
Date: 1956
Pages: 20-22
Asia, Middle East, Palestine, Western Asia
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Language: English
ISSN: 0571-1142
Article
The Role of Montessori Schools for the Next Decade
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 7
Date: 1962
Pages: 35-37
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Language: English
ISSN: 0571-1142
Article
Nursery Schools and Cultural Environment
Publication: Catholic School Journal, vol. 50
Date: Oct 1952
Pages: 52A
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Language: English
Article
Montessori Schools and COMSOC (The Ministry of Community and Social Services in Ontario)
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 1, no. 1
Date: Winter 1995/1996
Pages: 2
Americas, Canada, North America
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Language: English
Article
Ministry of Community and Social Services and Montessori Schools
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 3, no. 1
Date: Fall and Winter 1997/1998
Pages: 3-4
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Language: English
Article
Working Together to Make Good Schools Better
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 1
Date: Autumn 1998
Pages: 4
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Language: English
Article
Working Together to Make Good Schools Better: Retiring Chair's Report, Incoming Chair's Report
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 1
Date: Autumn 1998
Pages: 1-3
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Language: English
Article
How Good Are the New Nursery Schools?
Available from: ProQuest - Women's Magazine Archive
Publication: Chatelaine, vol. 35, no. 10
Date: Oct 1962
Pages: 40-41, 124-126
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Language: English
ISSN: 0009-1995
Doctoral Dissertation (Ph.D.)
An Exploration of the Experience of Teachers in Facilitating Meta-Learning Among Students in Christian Montessori Schools
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This basic qualitative research records the author’s findings from the one-on-one in-depth personal interviews with twenty-three teachers, trainers, and administrators working for the Christian Montessori schools. The purpose of the study was to explore the experiences of the teachers in facilitating meta-learning, the how-to-learn and the why-to-learn, among students in the Christian Montessori schools. The findings are as follows: First, both the Montessorian training and the Christian spiritual preparation of the teachers in the Christian Montessori schools enables them to effectively facilitate both the how-to-learn and the why-to-learn meta-learning, which endorses their claim that they are the true heir of the original Montessori method; second, the teachers’ most meaningful way of facilitating meta-learning is students’ receiving spontaneous training through the teachers’ respectful scaffolding; third, the Christian Montessori school model is an integrated and viable system for educational reform pursuing both the how-to-learn and the why-to-learn at the same time.
Language: English
Published: Deerfield, Illinois, 2020
Doctoral Dissertation (Ed.D.)
Square Pegs in Round Holes: Montessori Principals' Perceptions of Science Education in Texas Public Schools
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this phenomenological study was to examine the perceptions of Texas public Montessori school principals as instructional leaders in science. Twelve public Montessori school principals were interviewed for this study. Two research questions were used: How do public Montessori principals perceive Texas science standards in public Montessori Elementary classrooms? How do principals view their role as an instructional leader in elementary science related to teachers' effectiveness and student outcomes? Research question one resulted in the following themes: (a) aligning curricula to the Texas Essential Knowledge and Skills (TEKS), (b) engaging science instruction as integrated and hands-on lessons, (c) emphasizing required district and state assessments, and (d) incorporating traditional teaching methodologies to support Montessori instruction. Research question two yielded common themes: (a) balancing Montessori methodologies and philosophies in public school settings with competing demands, (b) monitoring assessment scores as the determination of student success, (c) working in collaboration to support teacher effectiveness, and (d) providing resources and support to teachers. Implications for Montessori practitioners: paradox of Montessori education in a public school setting, strong support for science in classrooms from the principal and a need for continued research around Montessori education in public school settings.
Language: English
Published: Beaumont, Texas, 2013