Search Montessori Bibliography

Language: English

Language: English

Published: Gaziantep, Turkey: Ozgur Press, 2024

ISBN: 978-975-447-962-1

Language: English

Published: Newcastle upon Tyne: Cambridge Scholars Publishing, 2025

ISBN: 978-1-0364-1767-3

Abstract/Notes: There is a global interest in the development and effectiveness of metacognition which is the concept of “thinking about thinking”. This book marries a powerful reckoning of 33 contributing scholars from the countries of Belize, Canada, England, Malaysia, Russia, Scotland, and 8 states within the United States of America. Techniques and strategies to develop heightened metacognitive behaviours are included in this book. Eighteen chapters comprise topics related to metacognition, such as its interconnectedness with children’s thinking and learning, as evident, for example, in the Montessori Method; how it impacts the lives of culturally and linguistically diverse students; its role in drama, dance, and television programs, including its presence in epistemic trust in educational pedagogy; obsessive-compulsive disorders, and as a bridge to those who are deaf and hard of hearing. Metacognition is everywhere; one can see it, feel it, hear it, move with it, and, if given the opportunity, taste the success of metacognition.

Language: English

Published: Newcastle upon Tyne: Cambridge Scholars Publishing, 2025

ISBN: 978-1-0364-1767-3

Abstract/Notes: This study aims to discuss the Montessori Education Foundation, also known as Yapensori Jakarta, which modifies the curriculum from Maria Montessori. This study outlines how Yapensori maintains Islamic values. This study uses a qualitative approach with a case study type and data collection through interviews, observations, and documentation analysis. Researchers test the validity of the data using method triangulation and source triangulation techniques. Data analysis begins with reviewing the data and reducing it. Then, the data is arranged, after which the data is checked to ensure its validity and interpreted into a substantive theory. This study reveals that Yapensori applies the Montessori curriculum, namely emphasizing student development (humanistic) through maintaining noble morals, faith and piety, and supporting students’ Islamic talents through calligraphy activities, reading the Qur’an before entering class, Muraja’ah Al-Qur’an before learning begins, congregational Ashar prayer, Muhasabah, saying greetings, getting used to discipline, extracurricular marawis, hadroh, and Tahfiz. This study is original in exploring the integration of Islamic values ​​in the Montessori education system in Yapensori, which is usually more humanistic and individualistic. This study highlights how Islamic values ​​are implemented through spiritual activities such as muraja’ah, tahfiz, and other worship practices. However, this study is limited to one institution, making it less generalizable. In addition, there has been no quantitative measurement of its impact on students’ academics and character, and there is no comparison with non-Islamic Montessori. Further studies with a wider scope and mixed methods are needed for a deeper understanding.

Language: English

DOI: 10.35723/ajie.v9i1.40

ISSN: 2599-3046, 2657-1781

Abstract/Notes: On December 18, 2024, Dr. Jarosław Jendza, a board member of Montessori Europe and scholar from the University of Gdańsk, delivered the second webinar in the series The Quality Montessori Environment and the Research-Informed Practitioner. This series, organized in preparation for the Montessori: Out of the Box! Congress in Oslo (May 9–11, 2025), explores key aspects of Montessori practice through a research-based lens. Dr. Jendza’s presentation examined the philosophical and practical dimensions of qualitative observation in Montessori education. Drawing on Aristotle’s concept of quality as an immeasurable attribute, he contrasted it with the neoliberal, standardized approach to education that emerged in the 1980s. Advocating for a reimagined understanding of quality, he emphasized Montessori’s vision of the child as a unique individual. The webinar introduced qualitative observation as a method that captures children’s natural interactions, guided by stages of orientation, focus, and selection. Key concepts included Geertz’s thick description for deep contextual analysis and clinical descriptions to ensure neutrality in observations. Dr. Jendza also presented Tripp’s Critical Incident Analysis and Brookfield’s Four Lenses Framework as reflective tools to enhance educators’ understanding of their practice. Positioning qualitative observation as a transformative practice, Dr. Jendza highlighted its role in fostering a reflective mindset and strengthening educator-child connections. His insights will be further explored in a hands-on workshop at the Oslo Congress, reinforcing Montessori Europe’s commitment to integrating research and practice.

Language: English

ISSN: 2281-8375

Abstract/Notes: This thesis analyzes the correlation that exists between Montessori educational methods and low-income students. To answer this question, I researched 15 different sources, which included case studies, surveys, and interviews that gave me detailed information on my topic. The results of my research showed there was a positive correlation on the effects of low-income students in Montessori Education, but a negative correlation to the number of low-income students who attend Montessori schools. There are around 15,000 Montessori schools around the world, but only 570 Of them are public. This creates a lot of barriers for low-income students, denying them access to the benefits of Montessori education. The results of this thesis can be used to create awareness and promote an increase in public Montessori schools.

Language: English

Published: Kennesaw, Georgia, 2025

Abstract/Notes: This research analyzes the design aspects of Montessori-based educational tools, such as sandpaper letters, sandpaper numbers, and moving alphabet; employed in early childhood education to introduce letters and numbers. The study aims to evaluate functionality, safety, usability, aesthetic appeal, construction quality, developmental impact, and compliance with standards. Utilizing qualitative analysis and interviews with educators and parents, the data were analyzed using thematic analysis, where interview transcriptions were coded and grouped into categories to identify key themes. The interviews were semi-structured, allowing flexibility for respondents to share their perspectives and experiences in depth. The research examines these tools’ effectiveness in facilitating learning among young children. Results reveal varying levels of functionality, safety, and usability across the tools. Sandpaper letters and numbers offer moderate functionality and safety, emphasizing tactile learning, while moving alphabet presents higher functionality and interactive engagement. Usability is limited in static tools but heightened in the interactive moving alphabet. Aesthetic appeal varies, with all media focusing on engaging visual and tactile elements. Compliance with standards remains partial. The research underscores the significance of diverse design approaches in early childhood education and recommends iterative enhancements in usability, safety, and compliance for optimized learning experiences. These findings have implications for educators, suggesting the integration of interactive elements to bolster early childhood education’s efficacy.

Language: English

DOI: 10.30998/jd.v12i2.21972

ISSN: 2339-0115

Language: English

Published: Palo Alto, California: Department of Philosophy, Stanford University, Feb 23, 2025

Abstract/Notes: This article examines the impact of Italian pedagogical influence on Spanish primary teacher education manuals during Franco’s regime, with a focus on the period from the 1940s to the 1960s. Using a qualitative methodology, it examines a representative selection of manuals from various pedagogical disciplines to trace the presence of Italian educational theories and figures. The study highlights key influences, including Don Bosco’s religious educational model, the Montessori method, and Italian neoidealism, with particular attention to their representation and evaluation. This work offers a preliminary analysis of a subject and source material previously unexplored in the field of educational history. / El artículo explora la influencia de la pedagogía italiana en los manuales españoles dedicados a la formación de maestros de primaria durante el franquismo, destacando los vínculos pedagógicos y culturales entre ambos países. Para este análisis, se han examinado manuales de Pedagogía, Historia de la Pedagogía, Prácticas de Enseñanza, Metodología y Organización Escolar, publicados entre los años cuarenta y sesenta y consultados principalmente en el Centro Internacional de la Cultura Escolar (CEINCE). El objetivo principal es analizar el impacto de los autores y corrientes pedagógicas italianas en la formación del profesorado español, analizando referencias, representaciones y valoraciones. Aunque se refieren a los mismos planes de estudio, los libros de texto varían en profundidad, extensión y bibliografía, mostrando un enfoque y una visión distinta de la pedagogía italiana. En general, surgen numerosas y recurrentes referencias a tres orientaciones principales: la pedagogía católica, con especial atención en San Juan Bosco y la neo-escolástica milanés, la obra de María Montessori y, por último, el legado del neo-idealismo italiano. La interpretación de estas escuelas y figuras se documenta con referencias a los distintos manuales, que no siempre tienen una lectura compartida. En conjunto, los manuales reflejan una recepción significativa pero polifacética de la pedagogía italiana en un contexto educativo alineado con las doctrinas franquistas.

Language: Spanish

DOI: 10.14516/ete.11109

ISSN: 2340-7263