The Montessori method is an educational system that was designed to help children to become active, enthusiastic, independent learners. It involves multi-age classrooms, student-centered curriculum, uninterrupted work-cycles, and portfolio assessment. The first Montessori school was opened in 1907, and the method still flourishes today all over the world. In recent years, the Montessori philosophy has become a part of many public schools, through the use of manipulatives and, in some cases, through the curriculum itself. This thesis discusses the origin and philosophy of the Montessori method, how it is applied in a classroom setting, and how the method can be adapted into a public elementary school curriculum. It draws on the methods of already-established Montessori public schools for guidance, and proposes ways that public schools could implement Montessori methods on different levels.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Carol Vukelich, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--University of Sydney, 2007. / Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliographical references. Also available in print form.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis--University of Illinois. / Vita. Photocopy of typescript. Ann Arbor, Mich., University Microfilms, 1972.

The purposes of this study are to determine the extent to which nursing education administrators accept the use of an adapted Montessori method in teaching basic nursing skills and to determine the feasibility of implementing such a method.

Faculty of Humanities School of Education 9805090w NATALIE@WBS.CO.ZA / Learning disabilities have become of increasing concern for educators. More and more children are having difficulty learning to read and write. This dissertation investigates what constitutes a learning disability, its etiology and whether or not it is possible to identify these disabilities in early childhood. The investigation further aims to discover if these learning disabilities are comprised of sub-disabilities and if these can be identified as such. To this end the research aims to determine the most appropriate remedial intervention strategies used for learning disabilities. Multisensory intervention is therefore explored. On the basis of this the Montessori Method is examined to ascertain whether or not the method can contribute to multisensory intervention at the preschool level. It is argued that the Montessori Method is admirably suited to making such a contribution. Further empirical research for these claims is indicated.

The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon. / The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues. / The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.

No description available.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Janette Pelletier.