Journal of Montessori Research最新文献_第2页

Global Diffusion of Montessori Schools 蒙台梭利学校的全球传播

Journal of Montessori Research Pub Date : 2022-12-19 DOI: 10.17161/jomr.v8i2.18675

Mira Debs, Jaap De Brouwer, Angela K. Murray, Lynne Lawrence, Megan Tyne, Candice Von der Wehl

{"title":"Global Diffusion of Montessori Schools","authors":"Mira Debs, Jaap De Brouwer, Angela K. Murray, Lynne Lawrence, Megan Tyne, Candice Von der Wehl","doi":"10.17161/jomr.v8i2.18675","DOIUrl":"https://doi.org/10.17161/jomr.v8i2.18675","url":null,"abstract":"Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations’ broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.","PeriodicalId":416731,"journal":{"name":"Journal of Montessori Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Children with Disabilities Attending Montessori Programs in the United States 美国参加蒙台梭利项目的残疾儿童

Journal of Montessori Research Pub Date : 2022-12-19 DOI: 10.17161/jomr.v8i2.18639

Toby M. Long, Clare Westerman, Nadia Ferranti

{"title":"Children with Disabilities Attending Montessori Programs in the United States","authors":"Toby M. Long, Clare Westerman, Nadia Ferranti","doi":"10.17161/jomr.v8i2.18639","DOIUrl":"https://doi.org/10.17161/jomr.v8i2.18639","url":null,"abstract":"Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.","PeriodicalId":416731,"journal":{"name":"Journal of Montessori Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134574951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

BOOK REVIEW Visual Thinking Strategies in Montessori Environments 蒙特梭利环境中的视觉思维策略

Journal of Montessori Research Pub Date : 2022-12-19 DOI: 10.17161/jomr.v8i2.18640

John Broome

引用次数: 0

Montessori Bibliography Online 蒙台梭利书目在线

Journal of Montessori Research Pub Date : 2022-05-15 DOI: 10.17161/jomr.v8i1.16425

Joel Parham

引用次数: 0

BOOK REVIEW The Best Weapon for Peace: Maria Montessori, Education and Children’s Rights 《和平的最佳武器:玛丽亚·蒙台梭利，教育与儿童权利》

Journal of Montessori Research Pub Date : 2022-05-15 DOI: 10.17161/jomr.v8i1.17113

Mira Debs

引用次数: 0

Montessori, the White Cross and Trauma-Informed Practice 蒙台梭利，白十字和创伤知情实践

Journal of Montessori Research Pub Date : 2022-05-15 DOI: 10.17161/jomr.v8i1.15767

Bernadette Phillips, Catriona O’Toole, S. McGilloway, S. Phillips

{"title":"Montessori, the White Cross and Trauma-Informed Practice","authors":"Bernadette Phillips, Catriona O’Toole, S. McGilloway, S. Phillips","doi":"10.17161/jomr.v8i1.15767","DOIUrl":"https://doi.org/10.17161/jomr.v8i1.15767","url":null,"abstract":"Childhood adversity and trauma are pervasive and have powerful, far-reaching consequences for health and well-being. Recent years have seen increased recognition of the need for trauma-informed practice, which aims to promote understanding, healing, and the prevention of retraumatization. Historical data show that the early Montessori schools were known internationally as healing schools, wherein children affected by adversity or trauma were apparently healed on a considerable scale. This study presents the findings from a documentary analysis of three primary sources, namely, Maria Montessori’s own original accounts, eyewitness accounts, and media reports pertaining to this healing aspect of the early Montessori schools. The findings demonstrate that, first, from the beginning of her career, Montessori worked with children who had experienced significant exposure to adversity or trauma, second, that her Montessori Method was shown to affect healing or recovery in these children, and third, that her long involvement with trauma-affected children directly led to her later attempts to set up an organization to be called the White Cross, which was to incorporate, among other things, a trauma-informed course for teacher–nurses. In this innovative approach to Montessori studies, we argue that Montessori was ahead of her time, that her work is even more relevant today in the context of adversity and trauma research, and that her methods, principles, and approaches may be harnessed and used in ways that promote trauma-informed practice in contemporary education settings.","PeriodicalId":416731,"journal":{"name":"Journal of Montessori Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116894037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction 蒙台梭利教育:教师对过渡到虚拟教学的挑战的认知

Journal of Montessori Research Pub Date : 2021-11-15 DOI: 10.17161/jomr.v7i2.15469

C. Scott, Brooke Myers

引用次数: 0

Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development 设计早期职业生涯专业发展的蒙特梭利指导工具基本准则

Journal of Montessori Research Pub Date : 2021-11-15 DOI: 10.17161/jomr.v7i2.15866

Angela K. Murray, C. Daoust, J. Mallett

{"title":"Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development","authors":"Angela K. Murray, C. Daoust, J. Mallett","doi":"10.17161/jomr.v7i2.15866","DOIUrl":"https://doi.org/10.17161/jomr.v7i2.15866","url":null,"abstract":"Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher’s development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric’s content was based on Maria Montessori’s writings and welldocumented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric’s usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers’ self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.","PeriodicalId":416731,"journal":{"name":"Journal of Montessori Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125722641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program 利用蒙台梭利博士的宇宙课程发展一个基于地方的本土科学项目

Journal of Montessori Research Pub Date : 2021-11-15 DOI: 10.17161/jomr.v7i2.15763

Nanette Schonleber

{"title":"Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program","authors":"Nanette Schonleber","doi":"10.17161/jomr.v7i2.15763","DOIUrl":"https://doi.org/10.17161/jomr.v7i2.15763","url":null,"abstract":"Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.","PeriodicalId":416731,"journal":{"name":"Journal of Montessori Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133824198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leading Reflective Practices in Montessori Schools 蒙特梭利学校的领先反思实践

Journal of Montessori Research Pub Date : 2021-05-19 DOI: 10.17161/jomr.v7i1.14832

Sharon J. Damore, Barbara Rieckhoff

{"title":"Leading Reflective Practices in Montessori Schools","authors":"Sharon J. Damore, Barbara Rieckhoff","doi":"10.17161/jomr.v7i1.14832","DOIUrl":"https://doi.org/10.17161/jomr.v7i1.14832","url":null,"abstract":"In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders’ specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders’ development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader’s success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.","PeriodicalId":416731,"journal":{"name":"Journal of Montessori Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114083323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2