ethanporcaro/eric-fulltext-meta huggingface dataset:
The Montessori Adolescent and the Pedagogy of Journey
Author: Schaefer, Larry
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Adolescents,Instruction,Middle School Students,Group Activities,Archaeology,Adolescent Attitudes,Field Trips,Grade 7,Grade 8,Grade 9,Experiential Learning

Another historic Montessori essay puts into writing a landmark activity in the middle school world: the school Odyssey trip. This type of trip challenges the group's ability to cooperate around daily living and is combined with the &quot;testimony of the spade&quot; that is so much a part of the archaeology discipline of physical work and study at Crow Canyon. This succinct and carefully structured sampling of Larry Schaefer's 2012 trip conveys his annual excursion in its full theoretical framework along with adolescent expression about their community dimensions that evolve in this remarkable setting.
Toward the Ultimate Goal of Peace: How a Montessori Education at the High School Level Supports Moral Development through Study and Community Life
Author: Henke, Elizabeth A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Moral Development,Montessori Schools,Montessori Method,High Schools,Peace,Adolescent Development,Community Study,Art Expression,Values Education,Mathematics Education,Language Arts,Second Language Instruction,Science Education,History Instruction,Ethics,Current Events,Social Integration,Foreign Countries

This paper is the synthesis of Elizabeth Henke's four years of work from 2009-2013: three years at the high school and one year at the University for Peace. She summarizes, &quot;A Montessori high school education should reveal to the adolescent a pathway to peace that is built on positive human relations and should provide opportunities for contributions to the community that result in experiences of valorization. The organizing principles of the universe and society are revealed in the core of each discipline, and a moral framework emerges before the adolescent when disciplines are explored with the help of experts.&quot; This is the first Montessori document that attempts to directly derive moral essentials from teacher interviews about formal high school disciplines that develop peaceful communication and action and bring an understanding of peace theory to students at the Montessori High School at University Circle, in Cleveland, OH.
Joyful Engagement: Montessori&apos;s Common Core Standard
Author: Andrews, Sarah Werner
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Child Development,Wellness,Academic Standards,Psychological Patterns,Learner Engagement,Emotional Response,Educational Environment,Best Practices,Play,Creativity,Failure,Altruism

Linking joy and engagement together, Sarah Werner Andrews points out how happiness is a factor of real imaginary work possibilities and not just coercion. Choice and expression of work are central to the child when work is self-motivated but does not always succeed. Practice alongside risk is a factor for all real work, mistakes are important, and a growth mindset justifies making mistakes from time to time. The social, emotional, cognitive, and physical wellness contribute to a positive approach for developing the self, and joyful engagement can become the common core for Montessori schools as they guide the child through human development and into the world around us. [This talk was presented at the NAMTA conference titled &quot;Montessori from Birth to Six: In Search of Community Values,&quot; Minneapolis, MN, November 7-10, 2013.]
Supporting the Dyslexic Child in the Montessori Environment
Author: Awes, Alison
Date: 2014-00-00
Type: Journal Articles
Subjects: Dyslexia,Montessori Method,Student Needs,Teaching Methods,Instructional Materials,Reading Instruction,Brain,Intervention,Literature Reviews

Alison Awes provides a comprehensive review of the literature from the most current recommendations of the National Reading Panel to create a detailed description of dyslexia as she emphasizes the positive qualities of the children with this language disorder. Awes provides an expansive explanation of the Montessori method and the ways in which the Montessori materials can support the dyslexic child. When early diagnosis and intervention is partnered with an attentive guide and appropriate accommodations, the dyslexic learner can become a successful reader and learner through life. [This article was originally published in the AMI journal &quot;Communications 2012/1-2.&quot; Reprinted with permission.]
The Positive Personality of the Montessori Adolescent
Author: Ludick, Pat
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Adolescent Development,Personality Development,Moral Development,Spiritual Development,Values Education,Teacher Role,Personality Traits,Empathy,Caring,Self Concept,Problem Solving,Self Expression

A theory paper that gives a universal portrait of the &quot;noble adolescent&quot; directly quotes from Montessori. Pat Ludick defines the adolescent as they search for their future roles in a changing world, seek a happy life, form a compatible and collaborative personality, learn humility, and become aware of the head-heart duality. The teacher's role in the prepared adolescent environment is to bring out a stunning list of virtues. The Montessori educational syllabus shows how academic expectations are rooted in the character development that matures with meaningful socially oriented work, self-expression, and referencing to inner virtues. The more we see, the more bedazzling the adolescent's moral and spiritual development will appear. [This talk was presented at the NAMTA adolescent workshop at the AMI USA Refresher Course, titled &quot;Montessori: Engaging the Human Personality,&quot; Fort Worth, TX, February 17-20, 2012.]
Common Toddler Behaviors and Ways to Keep Calm
Author: Santelman, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Toddlers,Child Behavior,Behavior Problems,Safety,Trust (Psychology),Brain Hemisphere Functions,Intervention,Behavior Patterns,Repetition,Stress Management,Timeout

Mary Santelman discusses all forms of biting, the labeling of a biter, the biter as victim or victimizer, and record keeping of biting behavior. On the list of toddler behaviors, she also examines tantrums, including insights into the child's emotional needs, calming down, kicking, hugging, throwing things, and hurting people. Mary describes calming behavior by nurturing feelings of safety and trust, guiding the child to meaningful work, accepting mistakes, playing outdoors, and assisting with social interactions that give a sense of belonging, positive learning, and clear boundaries. [This talk was presented at the NAMTA conference titled: &quot;Montessori from Birth to Six: In Search of Community Values,&quot; Minneapolis, MN, November 7-10, 2013.]
Building the Inclusive Montessori School
Author: Shanks, Pam
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Montessori Schools,Montessori Method,Program Descriptions,Educational Environment,Physical Environment,Educational Benefits,Civil Rights Legislation,Disabilities,Federal Legislation,Skill Development,Classroom Environment,Individualized Education Programs,Student Educational Objectives,Benchmarking,Interpersonal Competence

Pam Shanks describes Raintree Montessori School, an exemplary inclusion school, and gives credit to the legacy of Dr. Montessori. An inclusive Montessori community begins with &quot;physical integration of all children, progresses to functional inclusion, and finally culminates in the highest level, social inclusion.&quot; Each of these levels is described with examples, photos, and stories, while the details about the physical environment, the staffing, and the strengths of the classroom community are helpful and heartwarming. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014.]
Applying Montessori Theory to Break the Cycle of Poverty: A Unique Multi-Generational Model of Transforming Housing, Education, and Community for At-Risk Families
Author: Guinan, Kathleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Theories,Poverty,Models,Housing,At Risk Persons,Urban Areas,Social Change,Early Childhood Education,Adult Education,Career Counseling,Job Skills,Job Training,Home Visits,Gardening,Community Centers,Community Services,Daily Living Skills

The authors accept urban reform as their main calling with their aim being to break the poverty cycle with a multi-faceted, educational, and family-centered approach. The authors speak about providing a broad range of education programs and social services including low-cost housing in comfortable apartments for single mothers, early childhood educational programs, adult education programs, career coaching and job skills training, family support referrals, a home visitation program, a children's garden, whole-family practical-life orientation, and a community center. [This talk was presented at the NAMTA conference titled: &quot;Montessori from Birth to Six: In Search of Community Values,&quot; Minneapolis, MN, November 7-10, 2013.]
Following the Family: An Overview of the Birth-to-Six Research Project
Author: Cossentino, Jacqueline
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Schools,Montessori Method,Early Childhood Education,Child Care Centers,Educational Objectives,Program Development,Program Implementation,Ethnography,Case Studies,Program Descriptions

Jacqueline Cossentino's research looks at the culture of the family as it pertains to four birth-to-six centers: Montessori Partners Serving All Children, in St. Paul, MN, Crossway Montessori Communities in Kensington, MD, East Dallas Community Schools in Dallas, TX, and Family Star Montessori School, in Denver, CO. These programs met for the first time in November 2013 and found commonalities like family focus, community outreach, political engagement, public-funding grants, foundation grants, and social services. The programs' intentions are to expand birth-to-six centers with a universal template for replication and building outward. [This talk was presented at the NAMTA conference titled &quot;Montessori from Birth to Six: In Search of Community Values&quot; (Minneapolis, MN, Nov 7-10, 2013).]
A Montessori Model for Inclusion
Author: Dattke, Joachim
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Models,Inclusion,Educational History,Foreign Countries,Public Schools,Regular and Special Education Relationship,Educational Environment,Educational Practices,Special Education

Joachim Dattke inspires the reader to consider how a truly inclusive society is beneficial for both typical children and children with disabilities. Five essential components are defined for planning inclusive schools, and the key features of a Montessori model are discussed. The first inclusion-by-design school in the world (Munich, Germany), named Aktion Sonnenschein, was created through a collaboration between the founder, Theodor Hellbrügge, and Mario Montessori. From the beginning, this model integrated the key features of Montessori education into the pioneering field of social pediatrics. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014. Translation and editing assistance provided by Barbara Luborsky and Catherine Nehring.]
Montessori Partners Serving All Children: An Outreach Initiative of the Montessori Center of Minnesota
Author: Black, Connie
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Economic Development,Outcomes of Education,Teamwork,Child Development,Academic Ability,Cognitive Development,Social Development,Emotional Development,Physical Development,Program Effectiveness,Early Childhood Education,Elementary Education,Partnerships in Education

Montessori Partners Serving All Children is endorsed in terms of economic development as a statistically proven return for the money, leadership, parent education, institutional partners, and a sense of community in preparing teachers to serve families with a hub of resources through Montessori Center of Minnesota. Assessment is also integral to the team in terms of children's academic skills, cognitive, social, emotional, and physical growth and is aligned with school structures such as administration, professional development, and technical assistance. [This talk was presented at the NAMTA conference titled &quot;Montessori from Birth to Six: In Search of Community Values,&quot; (Minneapolis, MN, Nov 7-10, 2013).]
Hawaiian Indigenous Education and the Montessori Approach: Overlapping Pedagogy, Values, and Worldview
Author: Schonleber, Nanette S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Hawaiians,Indigenous Knowledge,Culturally Relevant Education,Montessori Method,Educational History,Qualitative Research,Case Studies,Focus Groups,Grounded Theory,Teaching Methods,Teacher Attitudes,Beliefs

Nanette Schonleber makes a remarkable correlation as to why Hawaiian indigenous educators thrive with Montessori pedagogy. Compatible educators share values and goals, such as developmental learning, respect for parenthood, freedom of movement and independence, choice in learning, and specific individualized potential. Hawaiian language and culture-based educators view their work as a way of learning embedded in a way of life that integrates a cultural worldview and belief system, such as the child as a spiritual being, earth as living, and creation as interconnected. The author also finds congruency in land-based learning as being fundamental to indigenous learning and similar to the Erdkinder emphasis for the adolescent where interconnectedness and community roles arise out of farming. [This article is based on the author's 2006 award-winning doctoral dissertation titled &quot;Culturally Congruent Education and the Montessori Model: Perspectives from Hawaiian Culture-Based Educators.&quot;]
Montessori Early Childhood Education in the Public Sector: Opportunities and Challenges
Author: Begin, Janet
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Early Childhood Education,Public Sector,Program Development,Program Implementation,Educational Finance,Federal Regulation,State Regulation,Case Studies,Teacher Education,Teacher Certification,Interviews,Surveys

Janet Begin's paper is based on the recognition and recent discussion of early childhood education in America. Her research touches on the challenges of implementing Montessori birth-to-six programs at Cornerstone Montessori School, Crossway Community Montessori School, East Dallas Community Schools, and Family Star Montessori School. She examines program start-up, funding, regulations and oversight, staffing, and training in a complete summary that points to the next steps in Montessori advocacy. Based on the facts of each program, she covers common aims and perils and, most important, demonstrates the viability and success of the comprehensive family approaches at these schools.
Following the Child for Real
Author: O'Toole, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Asperger Syndrome,Attitudes toward Disabilities,Educational Environment,Clinical Diagnosis,Symptoms (Individual Disorders),Social Bias,Interpersonal Competence

Jennifer O'Toole has an entertaining speaking and writing style and is a passionate advocate for children with Asperger's syndrome. She educates her audience with scientific descriptions of the phenomenon but also through metaphors that cause us to examine our own attitudes toward the way we treat people who are different. Most importantly, she has discovered that the Montessori environment is harmonious with the needs of Aspies, especially when the guide is compassionate and nonjudgmental. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014.]
Toileting
Author: Moudry, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Toilet Training,Child Development,Teaching Methods,Environmental Influences,Early Childhood Education,Montessori Method

Functional independence in toilet training involves muscle control, the awareness and desire to stay dry, and the child's ability to dress themselves. This is a natural and gradual process beginning at home, and Sarah Moudry gives clear and encouraging ideas for supporting this process at school once the child is walking. [This talk was presented at the NAMTA conference titled &quot;Montessori from Birth to Six: In Search of Community Values,&quot; (Minneapolis, MN, Nov 7-10, 2013).]
&quot;The Lines That Make the Clouds&quot;: The Essence of the Mathematical Mind in the First Six Years of Life
Author: Sackett, Ginni
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Early Childhood Education,Mathematics Education,Cognitive Processes,Numeracy,Learning Theories,Child Development,Mathematics Skills

Ginny Sackett lists many of the universal attributes of the absorbent mind--pattern recognition, order, incarnation, the rules for language, and numeracy. Her essay borders on the metaphysical as it suggests that the mathematical mind is really a non-entity and is responsible for all aspects of knowledge acquisition regardless of the discipline of the inclusion of mathematics. The end of the first plane is characterized by a &quot;third embryonic&quot; period, which is the formation of character and society and adds to the purpose of the mathematical mind. The mathematical context is mentioned around everyday applications, but when coming back to the theory in &quot;Psychogeometry,&quot; the principles of the mathematical mind belong to all of Montessori pedagogy, as logical, connected, and propelling spontaneous exploration. [This talk was presented at the NAMTA double theme conference titled &quot;The Essential Montessori Mathematics and Strengthening the Montessori Culture: Public and Private Sectors,&quot; (Milwaukee, WI, Oct 27-30, 2011).]
Implementing Inclusion Theory into Practice
Author: Nehring, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Schools,Montessori Method,Inclusion,Program Implementation,Theory Practice Relationship,Guidelines,Barriers,Partnerships in Education,Admission (School),Admission Criteria,Disabilities,International Organizations,Rehabilitation,Special Education,Medical Services,Special Needs Students

Catherine Nehring is a passionate advocate for inclusion and presents a rationale for creating an inclusive Montessori school and details the considerations and guidelines for creating such a school. Beginning with the United Nations Resolution (Article 24) and carefully explaining Montessori's history with &quot;abnormal children,&quot; Catherine outlines the barriers to inclusion, the many options for inclusion, and the value of building partnerships with the medical profession. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014.]
Multicultural Inclusion in an Urban Setting
Author: Urioste, Martha
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Education,Montessori Method,Educational History,Montessori Schools,Bilingual Education,Teaching Methods,Public Schools,Institutional Mission,Parent Attitudes,Personal Narratives,Hispanic American Students,Faculty Development,Principals,Elementary School Students,Administrator Attitudes,School Districts,Standardized Tests,Scores,Educational Finance,Conferences (Gatherings),Decision Making,Advisory Committees,Magnet Schools

Martha Urioste tells a compelling history of public sector Montessori in Denver, from its socially charged beginnings in the 1960s to 2009. She played a huge role in creating the first public Montessori school in Colorado that was launched as an integration model with bilingual classes and staff. This inspirational story begins with her early bilingual educational assignments in public schools, her exposure to Montessori teaching, and continues through a nine-year process called &quot;Ten Steps to Montessori Implementation&quot; where her mission for integrated, bilingual, public Montessori was supported with unparalleled parent enthusiasm. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014.]
What Is the Ideal Infant Group Care Environment: Montessori Nido versus Infant Daycare Programs
Author: Shubitz, Emily
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Early Childhood Education,Child Care,Educational Environment,Educational Practices,Child Development,Educational History,Family Involvement,School Schedules,Teacher Education,Teacher Qualifications

Emily Shubitz appreciates the Nido and all of its facets and is well aware of the pioneers--Adele Costa Gnocchi and Silvana Montanaro--as she emphasizes the Nido being a developmental force rather than just a babysitting source. Her list for creating a Nido environment is thoughtful, extensive, and inclusive: home-like wood furniture, soft rugs, and custom shelves. She stresses that individualized movement in multi-age groups creates rich interactions, such as when snacks are served at a small table, parents help in the Nido, and children nap at different times. Toilet training is a step to early independence, and cloth diapers are preferred. Emily Shubitz emphasizes the importance of the Nido, where children begin life challenged but willingly work to their potential. [This talk was presented at the NAMTA conference titled &quot;Montessori from Birth to Six: In Search of Community Values,&quot; Minneapolis, MN, November 7-10, 2013.]
Children Who Make Articulation Errors: A Guide&apos;s Resource for Developing Speech Sounds in a Montessori Environment
Author: Shanks, Pam
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Articulation (Speech),Child Development,Language Acquisition,Error Patterns,Developmental Delays,Observation,Speech Impairments,Instructional Materials,Pronunciation Instruction,Teaching Methods,Phonemes,Preschool Children,Developmental Stages

Pam Shanks describes the stages in the child's development of language and reminds us that the Montessori principle of observation should guide the support of the child with articulation errors. For most children with developmental articulation delays, the directress can implement Montessori materials and use conversational strategies to emphasize the correct pronunciation of sounds. The clear, succinct, and easy to understand examples make this article valuable to teachers and parents especially of children under six. [This talk was presented at the NAMTA conference titled &quot;Total Reading and Writing in the Montessori Context,&quot; Portland, OR, March 1-4, 2012.]