Dissertations & Theses
To support the growth and dissemination of Montessori-related research, the American Montessori Society is pleased to recommend these documents:
Bagby, J. H. (2002). “The Characteristics of Problem-Solving Transfer in a Montessori Classroom.” AMS 2002 Outstanding Doctoral Dissertation Award.
Cauller, T. (2012). "Toward an Improved Model of Education: Maria Montessori, Karl Popper, and the Evolutionary Epistemology of Human Learning." AMS 2012 Outstanding Doctoral Dissertation Award, First Place.
Clark, Margaret R. (2012). "Making Peace: A Creative Thesis Project." AMS 2012 Master’s Thesis, Award, First Place.
Crawford, T. (2008). “Does Working with Sets Contribute to Conservation of Number for Young Children?” AMS 2011 Outstanding Master’s Thesis Award, First Place.
Daoust, C. J. (2005). “An Examination of Implementation Practices in Montessori Early Childhood Education.” AMS 2005 Outstanding Doctoral Dissertation Award.
Dorer, M. J. (2007). “Montessori Curriculum in Minnesota and Wisconsin Public Montessori Elementary Schools.”
Gomes, J. J. M. (2006). “Using a Creativity-Focused Science Program to Foster General Creativity in Young Children: A Teacher Action Research Study.” AMS 2006 Outstanding Doctoral Dissertation Award.
Hennigan, E. (2008). “Assessment and Instructional Decision-Making in Montessori Early Childhood Classrooms.” AMS 2009 Outstanding Master’s Thesis Award.
LaRue, W.J. (2010). “Empowering Adolescents: A Multiple Case Study of U.S. Montessori High Schools.” AMS 2011 Outstanding Doctoral Dissertation, Second Place.
Massey, L. G. (2007). “Pilgrims and Guides: A Phenomenological Study of Montessori Teachers Guiding and Being Guided by Children in Public Montessori Schools.” AMS 2008 Outstanding Doctoral Dissertation Award.
McKenzie, G. K. (1994). "Instructional Leadership Practices of Montessori."
Murray, A. K. (2006). “Identifying Challenges to the Future of Public Montessori Elementary Schools.” AMS 2006 Outstanding Master’s Thesis Award.
Murray, A. K. (2008). “Public Perceptions of Montessori Education.”
Pate-Smith, P. E. (2007). “Implications for Peace: Montessori Elementary Education.” AMS 2007 Outstanding Master’s Thesis Award.
Rambusch, N.M. (1977). “Intuitive and Intentional Change Agentry.” Doctoral Dissertation.
Roemer, K. L. (1999). “Assessment Practices Used by Montessori Teachers of Kindergarten through Sixth-Grade Students in the United States.”
Ross, K. (2009). “Montessori and Reggio Together: Exploring Possibilities.” AMS 2010 Outstanding Master’s Thesis Award.
Schonleber, N. S. (2006). “Culturally Congruent Education and the Montessori Model: Perspectives from Hawaiian Culture-Based Educators.” AMS 2007 Outstanding Doctoral Dissertation Award.
Stern, A. R. (2007). “Observational Assessment of Literacy Development: The Use of Running Records in the Montessori Classroom.” AMS 2008 Outstanding Master’s Thesis, Second Place.
Sullivan, N. (2007). “Characteristics of Early Elementary Homework: Montessori and Traditional.” AMS 2007 Outstanding Master’s Thesis Award.
Yezbick, M. K. (2007). “How Montessori Educators in the U.S. Address Culturally Responsive Education.” AMS 2008 Outstanding Master’s Thesis Award.
Zankowsky, L. S. (2006). “School-wide Reading Assessment in a Montessori Program.”