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Article
News from Schools
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1964, no. 1
Date: 1964
Pages: 22–23
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Language: English
ISSN: 0519-0959
Article
How Montessori Children Fare in Other Schools
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1965, no. 4
Date: 1965
Pages: 16–23
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Language: English
ISSN: 0519-0959
Article
What Do We Expect from Schools?
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2006, no. 1
Date: 2006
Pages: 75–82
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Abstract/Notes: delivered at Association Montessori de France conference
Language: English
ISSN: 0519-0959
Article
Art in Montessori Schools
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 2/3
Date: 1969
Pages: 9–13
Art, Montessori method of education
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Abstract/Notes: Reprinted from The Bulletin (English Montessori Society), no. 3.
Language: English
ISSN: 0519-0959
Article
The Vitalization of Montessori Schools and Japanese Culture
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1992, no. 2/3
Date: 1992
Pages: 39–52
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Language: English
ISSN: 0519-0959
Article
Montessori in Junior Schools (With Illustrations from the Montessori School in Bergamo)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4
Date: 1957
Pages: 27–32
Europe, Italy, Mario M. Montessori - Writings, Montessori method of education, Southern Europe
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Language: English
ISSN: 0519-0959
Doctoral Dissertation
A Comparative Assessment of Some Aspects of Number and Arithmetical Skills in Montessori and Traditional Preschools
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Language: English
Published: Syracuse, New York, 1978
Doctoral Dissertation
The New Independent Schools: A Study of Their Characteristics and Patrons' Expectations
Available from: University of Southern California - Digital Library
Americas, Independent schools, Montessori schools, North America, United States of America
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Abstract/Notes: This study was concerned with the emergence of a new form of private school in the United States and particularly within the state of California, the new independent school, and with the parents of children attending these schools. The problem of the study was to highlight and define the existence of new independent schools; to identify their characteristics; to determine their scope and influence; to establish their potential contributions to the public school system; and to describe the backgrounds, motivations, and educational expectations of the parents supporting such schools.
Language: English
Published: Los Angeles, California, 1975
Article
Een Ander Bezoek aan een Montessori-schools
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 34, no. 23
Date: Nov 11, 1933
Pages: 596-598
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Language: Dutch
Doctoral Dissertation
Where Have All the Children Gone? A Case Study of Three American Preschools
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: In sociological investigation, Weber (1968) believes that concrete historical events can be interpreted in terms of social action. These patterns of action differ from historical accounts, which explore the importance of causal explanation of individual events. Entwistle and Alexander (1993) contend that sociologists of education have paid little attention to patterns of class interaction and inequality in preschools. Adding to Hartley's (1993) work on nursery schools in Scotland, and using an organizational model with a sociohistorical standpoint, this ethnographic case study helps to bridge that gap by concentrating on the historical and ecological contexts of (1) a Laboratory school; (2) a Montessori school; and, (3) a Head Start center. The central problem of the study seeks an answer to the question "If inequalities in preschools exist, what do they look like?" This study assumes that historically educational systems have exerted a form of social control over children in order to transmit cultural values. Part I of the study examines ancient and modern societies, their cultures and their philosophical grounding to reveal the values and trends that contribute to social change in the early education of children. Part II adds a triangulation strategy to explore the ecology (environment and culture) of the three schools in the study. These strategies include archival content analysis of the preschool organizations, nonparticipant observation of the classrooms (Bell, 1993), intensive interviewing of the staff and administration members and a brief survey of the preschool parents. This study draws from the sociology of Weber's "ideal bureaucracy," Berger's "bureaucratic cognitive style," Elias' "civilizing process," Bernstein's "visible and invisible" pedagogy, Bourdieu's "cultural capital" and Anyon's "biased ideological messages." In this exploratory study, the data analysis uses a descriptive methodology, not to draw conclusions, but similar to Glaser and Strauss' "grounded theory" to introduce questions to be explored further by researchers. A final section on policy recommendations is included.
Language: English
Published: Boston, Massachusetts, 2000