Relevant bibliographies by topics / Montessori

Academic literature on the topic 'Montessori'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Montessori"

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Politi, Alexandra. "Maria Montessori: A Visionary Whose Insights Align With Neuroscience." Cortica 2, no. 2 (September 19, 2023): 203–22. http://dx.doi.org/10.26034/cortica.2023.4218.

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Maria Montessori’s approach, based on observation of and experimentation with children’s learning processes, remains one of the longest-standing and widely embraced forms of alternative education. Contemporary neuroscience research increasingly validates Montessori’s principles, yet a robust bridge between these two fields remains elusive. Factors such as differing goals, terminology and the lack of a collaborative framework hinder their synergy. This literature review explores the intersection between neuroscience findings and Montessori’s educational philosophy, structured into five key areas. The Perspective first presents various neuroscience insights: an exploration of aspects related to learning, brain development and cognition. Second, a brief background on Maria Montessori’s contributions: a historical overview of Maria Montessori's life, work and educational methodology. Third is the identification of the areas where neuroscience and Montessori principles intersect, including the importance of movement, emotional development, social learning, the role of the prepared environment, the transition from concrete to abstract concepts, self-regulation, sensitive periods and memory. Finally, while acknowledging the challenges and limitations in researching Montessori education, this review emphasises the growing evidence that supports the alignment of Montessori principles with neuroscience findings. This underscores the enduring relevance of Montessori’s holistic education approach and highlights the potential benefits of a deeper collaboration between these fields, to enhance educational practices and promote comprehensive learning experiences for children.
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Bednarczuk, Beata. "Maria Montessori`s pedagogy in the Lublin region. Thirty years of educational activities and perspectives of development." Studia z Teorii Wychowania XIV, no. 4 (45) (December 6, 2023): 107–23. http://dx.doi.org/10.5604/01.3001.0054.1198.

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The aim of the paper is presentation of the history of thirty-year activities including dissemination of Maria Montessori's alternative system of education in the Lublin region. In the 1992 – 1994 years the project of Individualized Education based on the Montessori method assumptions became realized in the Institute of Pedagogy of the Maria Curie-Skłodowska University in Lublin. This resulted in development of an alternative way of thinking about education, creating mixed grade classrooms whose work is based on the Montessori approach as well as initiating a new trend in the educational and research activities in the Institute of Pedagogy, Maria Curie-Skłodowska University in Lublin. But first of all educational activities proved to be essential for the children`s developmental achievements and popularization of the ideas of Montessori pedagogy in Poland. The paper presents multi-concept activities and their documentary evidence in the synthetic way. The development perspectives and challenges for the Montessorian educators in the region are outlined.
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Yonezu, Mika. "History of the Reception of Montessori Education in Japan." Espacio, Tiempo y Educación 5, no. 2 (July 9, 2018): 77. http://dx.doi.org/10.14516/ete.227.

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This paper focuses on the history of the reception of Montessori Education, and sheds light on the development of childhood education in Japan. From its first adoption in the 1910s until today, the Montessori style of Education has been both praised and criticised. Nevertheless, this period has seen three distinct phases of theory and practice. The first stage (1910s-1930s) saw, from its initial adoption, a rapid acceptance of Montessori Education, due to its promise of early education and new teaching methods promoting freedom for children. However, the method soon lost popularity because some educators criticized the weakness of Montessori’s theory. In the second stage (1930s-post-World War II), interest in the method continued to grow, albeit gradually, and several books published on the Montessori Method in Europe and America were translated into Japanese. The third stage (1950s-present) saw the so-called «Montessori revival», in which the method caught on again with many educators. Many original works were translated, numerous studies on Montessori appeared, and the number of kindergartens and nursery schools using the Montessori Method increased. Much has been said both for and against Montessori’s concept of «freedom for children». Recently, however «learning from the environment» has become an important topic in early childhood education in Japan. Montessori attaches importance to children’s freedom to interact with each other and their environment, leading to a renewed interest in the Montessori method and the theory behind it. This paper seeks to clarify the transitions in the popularity of Montessori Education and analyse its value to Japan.
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Hien, Tran Thi Thuong. "Applying Montessori Education Philosophy in preschool education in Vietnam." International journal of social sciences 7, no. 1 (February 24, 2024): 36–43. http://dx.doi.org/10.21744/ijss.v7n1.2247.

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The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation. In Vietnam, the application of Montessori principles in preschool education has gained traction, albeit with several challenges. This paper assesses the implementation of Montessori education in Vietnamese preschools, examining successful cases and existing hurdles. Drawing from a range of sources, including scholarly articles, books, and dissertations, the analysis highlights the shortage of adequately trained Montessori teachers, high tuition fees, and misconceptions about the Montessori approach. The study proposes solutions such as enhancing teacher training, international collaboration, and improving infrastructure and financial support for Montessori preschools. Furthermore, the paper underscores the significance of applying Montessori principles in Vietnamese early childhood education and suggests future directions for development. By adhering to Montessori's core principles and addressing the identified challenges, this approach has the potential to optimize preschool children's capacities and contribute to the nation's future development.
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Stevović Havaić, Ena. "Montessori metoda odgoja i obrazovanja - pregled istraživanja od 2017. do 2022. godine." Napredak 164, no. 1-2 (June 21, 2023): 121–44. http://dx.doi.org/10.59549/n.164.1-2.7.

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Montessori metoda odgoja i obrazovanja jedna je od najpoznatijih alternativnih metoda u svijetu, naročito u institucijama predškolskog odgoja. Znanstveno-istraživački radovi od 2017. do 2022. pokazuju napredak u pogledu uzorkovanja te odgovora na pitanja koji su to točno elementi Montessori metode i pedagogije koji utječu na postizanje boljih rezultata djece koja pohađaju ustanove Montessori pedagogije (polaznici Montessorija) u odnosu na tradicionalno školovanu djecu. Iako su rezultati istraživanja još uvijek kontradiktorni u pogledu izvršnih funkcija, kreativnosti i matematičkih vještina, vidljivo je da polaznici Montessorija postižu bolje rezultate u područjima kognitivnog, socijalnog i emocionalnog razvoja. U ovom se radu kritički promatraju nedostatci u istraživanjima i nude se prijedlozi za poboljšanje i posljedično smanjenje kontradiktornosti u određenim varijablama rezultata.
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Hien, Tran Thi Thuong. "Efficient management in the Montessori Educational environment for preschool children." International research journal of management, IT and social sciences 11, no. 1 (January 23, 2024): 49–57. http://dx.doi.org/10.21744/irjmis.v11n1.2414.

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This paper explores the critical role of efficient management in the Montessori educational environment for preschool children. Rooted in Maria Montessori's philosophy, the Montessori method emphasizes child-centric learning, independence, and holistic development. The paper examines management principles, their relationship with promoting independence and creativity in preschoolers, and the organization of the Montessori learning environment. It further discusses the training and development of human resources, effective management of physical resources, and challenges faced in Montessori education, offering strategic solutions. By reflecting on effective management practices, the paper highlights the significance of maintaining consistency, teacher understanding, and resource management. The conclusion underscores the challenges and opportunities in Montessori education, emphasizing the need for ongoing research, collaboration, and a commitment to the principles of this unique educational approach.
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Lillard, Angeline S., and Virginia McHugh. "Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I." Journal of Montessori Research 5, no. 1 (May 16, 2019): 1–18. http://dx.doi.org/10.17161/jomr.v5i1.7716.

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Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori edu­cation is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Mon­tessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, tem­poral, and social features. An appendix to Part II summarizes the features. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.
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Osias Kit T. Kilag, Marsha Heyrosa-Malbas, Se P. Villar, and Susan L. Arong. "Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines." International Journal of Scientific Multidisciplinary Research 1, no. 6 (July 30, 2023): 591–606. http://dx.doi.org/10.55927/ijsmr.v1i6.3544.

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E This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines
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Whitescarver, Keith, and Jacqueline Cossentino. "Montessori and the Mainstream: A Century of Reform on the Margins." Teachers College Record: The Voice of Scholarship in Education 110, no. 12 (December 2008): 2571–600. http://dx.doi.org/10.1177/016146810811001202.

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Background/Context Montessori education has flourished as an alternative approach to schooling for a hundred years. In the century since the first Montessori school opened in the slums of Rome, the movement has undergone sustained growth while simultaneously enduring efforts to modify the method in order to reach a wider audience. Despite Montessori's endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform. Purpose/Objective This article is an examination of the American Montessori movement as it has evolved over the course of the past one hundred years. Situated within an international context, the study traces the development of the movement from its failed introduction to the United States in 1991, to its rebirth in the 1960s, to its current resurgence as a time-tested alternative to conventional public schooling. Key questions revolve around Montessori's ongoing status as an influential yet marginal force in American educational reform. Research Design This is a historical case study drawn from archival data, interviews with Montessori leaders and practitioners, and secondary sources (biographies, memoirs) generated between 1906 and 2007.
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Debs, Mira, and Katie E. Brown. "Students of Color and Public Montessori Schools: A Review of the Literature." Journal of Montessori Research 3, no. 1 (May 15, 2017): 1. http://dx.doi.org/10.17161/jomr.v3i1.5859.

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Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.
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Dissertations / Theses on the topic "Montessori"

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Masías, Carrere Ricardo. "Escuela Montessori." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/302574.

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La creación de un espacio educativo diferente, uno que maneje las ideas pedagógicas y conceptos contemporáneos del nuevo espacio pedagógico, es decir, el método Montessori, puede complementar el aprendizaje en el niño. El desarrollo de una miniciudad del aprendizaje, que tendría como eje central un recorrido lúdico de actividades varias, tanto recreativas como educativas, estimularía la curiosidad del niño, ayudándolo a descubrir y aprender por si solo o de sus compañeros las cosas, y fomentara un tipo de aprendizaje guiado, en lugar de uno pasivo. Se propone el diseño de una escuela con estas características en el distrito de La Molina.
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Lagergren, Ann, and Jenny Sten. "Montessori och matematik." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30493.

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Genom detta arbete har vi fördjupat oss i matematikundervisningen inom montessoripedagogiken. Vi ville titta närmre på hur man i en montessoriskola arbetar för att nå upp till några av kursplanens mål i matematik. Vi har intervjuat två montessoripedagoger och gjort elevintervjuer där 14 montessorielever från skolår 2 och 3 ingått. Vi har kommit fram till att inom montessori finns en hel del praktiskt materiel att tillgå som hjälper till att underlätta matematikundervisningen.
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Erskine, Peter, and n/a. "Montessori : method or response : a practitioner's investigation into Montessori pre-school education." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060707.143251.

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This thesis argues that the practice and discourse of Montessori education should be explicitly concerned with the creation of a culture of response rather than with the implementation of a method. It is argued that in order for a culture of response to occur there must be within Montessori discourse and practice an explicit recognition of the need for teachers to engage critically and continuously with the assumptions that underpin Montessori thought and practice. This is difficult, however, because there is a tension between Montessori as a method and Montessori as response. An attempt is made to examine Montessori discourse in order to understand the nature of this tension. This involves looking at Montessori discourse from a perspective that borrows from Poststructuralist thinking. It is suggested that in Montessori discourse there exists a relationship between certain elements of the discourse and its practices that may bind tightly together the subjectivity, or identity, of the teacher; the claims to legitimacy and truth of the discourse itself; and particular, positivist, notions of the individual, of truth, nature, change, society, and knowledge. From a Postructuralist perspective this constellation of relationships begins to unravel when Montessori discourse is seen to arise from specific beliefs and assumptions that underpin apparently common sense understandings regarding children, learning, society and change. These understandings may result in the maintenance of the dichotomy between the observer and the observed, the teacher and the child, the knower and the known and the inevitable power relations that accompany such dichotomies. This Poststructuralist concern with the issue of power is thus a significant issue for educators who are attempting to provide a learning environment that is responsive to children's diverse attempts to make sense of the world and to find a voice. A critical engagement with Montessori discourse, and practice, thus requires an engagement with the ways in which it may construct a relationship between teacher and child that may be inimical to the development of a culture of response in Montessori schools.
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Stiller, Diana. "Clara Grunwald und Maria Montessori die Entwicklung der Montessori-Pädagogik in Berlin." Hamburg Diplomica Verl, 2006. http://d-nb.info/990960692/04.

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Hiles, Elisabeth. "Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731884.

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The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8.

The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom.

Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices.

The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions.

If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.

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Henry, Walburga. "Sachunterrichtliches Lernen in der Montessori-Pädagogik : eine Fallstudie über die integrative Montessori-Schule Borken /." Münster : Lit, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009365571&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Vargas, Méndez Arianna Fátima. "Escuela interactiva Montessori en Manchay." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625930.

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El presente documento tiene como finalidad desarrollar el tema de tesis de una Escuela Interactiva Montessori en Manchay. Este busca responder a la problemática actual de infraestructuras educativas inadecuadas para las nuevas implementaciones pedagógicas y escases de espacios públicos que integren a la comunidad. Asimismo, crear un espacio educativo con las necesidades contemporáneas empleando la Metodología Montessori, y un espacio interactivo que brinde un carácter e identidad a la zona. De esta forma, el proyecto potenciara la recreación pública por habitante a través de espacios abiertos que integren a la comunidad de Manchay. La investigación está dividida en 10 capítulos: La Introducción, Presentación del Tema, Marco Referencial, Proyectos Referenciales, Estudio del Lugar, Características del Terreno, Estudio del Usuario, Programación Arquitectónica, El Proyecto y Conclusiones.
The purpose of this document is to develop the thesis topic of an Interactive Montessori School in Manchay. This seeks the answer to the current problem of inadequate educational infrastructures for new pedagogical implementations and spaces of public spaces that integrate the community. Also, create an educational space with contemporary needs using the Montessori Methodology, and an interactive space that provides a character and identity to the area. In this way, the project will promote public recreation through open spaces that make up the community of Manchay. The research is divided into 10 chapters: The Introduction, Theme Presentation, Reference Framework, Reference Projects, Site Study, Terrain Characteristics, User Study, Architectural Programming, The Project and Conclusions.
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Reed, Michelle K. "A comparison of the place value understanding of Montessori and non-Montessori elementary school students." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391509130.

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Beuschlein, Heike. "Informationstechnologien und Montessori-Pädagogik die Implementierung des Internets als Informationsmedium in Montessori-Schulen der USA /." Freiburg i. Br. : Pädagogische Hochschule, 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB10990071.

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Allmann, Silke. "Lernalltag in einer Montessori-Schule - Kinder zwischen Selbstständigkeit und Anpassung eine empirisch-qualitative Untersuchung." Münster New York München Berlin Waxmann, 2006. http://www.waxmann.com/kat/1875.html.

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Books on the topic "Montessori"

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Sharpe, Paula A. Maria Montessori. Wilmington, Del: Cedar Tree Books, 2010.

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O'Donnell, Marion. Maria Montessori. London: Continuum, 2007.

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Montessori, Maria. Montessori Method - Maria Montessori. Book Jungle, 2007.

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Munoz, Isabel, and Jane Kent. Maria Montessori: Maria Montessori. White Star Publishers, 2018.

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Montessori. NewSouth Publishing, 2013.

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Montessori. Medellín, Colombia: Trillas, 1989.

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The Montessori Method - Maria Montessori. Book Jungle, 2007.

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The Montessori Reader: The Montessori Method, Dr. Montessori's Own Handbook, the Absorbent Mind. Wilder Publications, 2009.

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The Montessori Reader: The Montessori Method, Dr. Montessori's Own Handbook, the Absorbent Mind. Wilder Publications, 2018.

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Sitter, Christine. Maria Montessori: Leben und Montessori-Pädagogik. GRIN Verlag GmbH, 2010.

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Book chapters on the topic "Montessori"

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Quarfood, Christine. "Montessorism Without Montessori." In The Montessori Movement in Interwar Europe, 257–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14072-3_9.

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Price, LeShawndra N. "Montessori." In Encyclopedia of Cross-Cultural School Psychology, 629–30. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_259.

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Gustafsson, Christina. "Montessori Education." In International Handbook of Early Childhood Education, 1439–56. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_74.

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Frierson, Patrick. "Maria Montessori." In Encyclopedia of Evolutionary Psychological Science, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2440-1.

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KLL. "Montessori, Maria." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14965-1.

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Crain, William, and Kathleen E. Fite. "Maria Montessori." In A Critical Pedagogy of Resistance, 105–8. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-374-4_27.

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Devonis, David C., David L. Seim, Peggy Brady-Amoon, José M. Prieto, Gloria Castaño, Mark S. Sanders, Elissa N. Rodkey, et al. "Montessori, Maria." In Encyclopedia of the History of Psychological Theories, 723–24. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_268.

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Quarfood, Christine. "Situating Montessori." In The Montessori Movement in Interwar Europe, 1–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14072-3_1.

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Giardiello, Patricia. "Maria Montessori." In Pioneers in Early Childhood Education, 89–130. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429323683-8.

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Povell, Phyllis. "Maria Montessori." In Theories of Early Childhood Education, 19–33. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003288077-3.

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Conference papers on the topic "Montessori"

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Khairuddin, Siti Hajar, and Norlia Mustaffa. "Easy Montessori Manager: An online Montessori Management system." In 2012 International Conference on Computer & Information Science (ICCIS). IEEE, 2012. http://dx.doi.org/10.1109/iccisci.2012.6297205.

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Stramkale, Ligita. "The Content of Today’s Music Subject Curriculum for Grades 1–3 in the Context of Montessori Education Principles." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.81.

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The use of an improved curriculum and a new approach in the teaching-learning process of the comprehensive schools in Latvia determine the topicality of the study. The aim of the study is to identify the Montessori education principles and the keywords that describe them, as well as to compare them with the content of learning topics in today’s music subject curriculum for grades 1–3. The following research questions were raised to achieve this aim. RQ1: What are the Montessori education principles and the keywords that describe them? RQ2: What keywords describe the principles of Montessori education are mentioned in the content of learning topics in the music subject curriculum for grades 1–3? twenty-two academic articles that are published in the EBSCO database between 2010 and 2021 were used to define the principles of Montessori education. As a result of content analysis of the academic publications, the study identified three principles of Montessori education: Student’s discoveries and finding creative solutions, collaboration and learning by doing. The study determined the frequency of using the keywords describing the Montessori education principles in number (N) and percentage (f%) by using document analysis, content analysis, and visual representation of the relationships between the identified keywords in the word cloud. The study found that the content of learning topics in the curriculum of music subject dominated by keywords that describe the Montessori education principles, such as creativity and learning by talking. The study results provide an opportunity to understand the features that are in common between Montessori and traditional education in the content of the music subject curriculum.
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Zviel-Girshin, Rina, and Nathan Rosenberg. "Montessori + SE + ICT = SEET." In ICSE '16: 38th International Conference on Software Engineering. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2897134.2897140.

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Casquejo Johnston, Luz. "Montessori as Liberatory Practice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691071.

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Luzginova, Alevtina Ivanovna, and Aleksandr Vladimirovich Luzginov. "Montessori pedagogy and modernity." In III International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-464763.

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D'Cruz, Genevieve. "Critical Montessori Education: Centering BIPOC Montessori Educators and Their Antiracist Teaching Practices." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2093923.

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Fallace, Thomas. "The Racism of Maria Montessori." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2093975.

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Leboeuf, Lee. "Rates of Chronic Absenteeism in Montessori and Non-Montessori Title I Schools (Poster 18)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888407.

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Lestari, Maya. "Montessori Game Tools for Children Literacy." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.081.

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Fernández-Moya, Maria, Pedro Jesús Cuadros, Carlos Salvador, and Jesús María Pinar Pérez. "THE MONTESSORI METHOD IN UNIVERSITY TEACHING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1079.

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Reports on the topic "Montessori"

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Diane Talley, Diane Talley. A Certification for Montessori Teachers. Experiment, October 2015. http://dx.doi.org/10.18258/6104.

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Matt, Nyman. Evaluation of Students’ Response to Field Trips to HJ Andrews Experimental Forest. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1162.

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The Andrews Forest Long-Term Ecological Research (LTER) site has a long-term partnership with the University of Oregon Environmental Leadership Program (ELP), providing service-learning opportunities for undergraduate students to facilitate field trips for middle school students to the Andrews LTER site. Undergraduate students develop field trip lessons based on Andrews Forest research and creative inquiry with support of Schoolyard LTER coordinator and Andrews LTER scientist Schulze. In Middle school students hiking in the Andrews LTER 2023, six classes and 156 students total engaged in day-long field trips at the Andrews LTER site that involved forest ecology and tree identification, time to reflect on and connect with the iconic old-growth ecosystems, and discussions about environmental stewardship ideas that the students could implement both at the Andrews LTER site and in their homes. The students came from three different schools, two of them rural schools with low socio-economic status in the Lane County Educational Service District and the other a Montessori school in the Eugene area. This report shares the results from an evaluation project led by Dr. Matt Nyman and Dr. Kari O’Connell that assessed the impact of the field trips on the middle school students. The evaluation was designed to also support the middle school students’ own reflection and learning at the same time as gathering data about the impact of the experience.
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Health hazard evaluation report: HETA-93-0995-2442, Terry's Montessori School, Inc., Cincinnati, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, August 1994. http://dx.doi.org/10.26616/nioshheta9309952442.

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You might also be interested in the extended bibliographies on the topic 'Montessori' for particular source types:
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