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Journal Articles

The American Montessori Society publishes the results of significant Montessori research, and the AMS Research Committee monitors Montessori studies published in other scholarly journals. Recommended articles (or information about how to obtain them) are available through the links below.

Bagby, J. H. (2007).Montessori Education and Practice: A Review of the Literature, 1996 – 2006.” Montessori Life, Vol. 16, No. 1, pp. 72 – 79.

Bagby, J. H. and Jones, N. (2010).Montessori Education and Practice: A Review of the Literature, 2007 – 2009.” Montessori Life, Vol. 22, No. 1, pp. 44 – 48.

Bagby, J. H., Wells, K., Edmondson, K., and Thompson, L. (2014).Montessori Education and Practice: A Review of the Literature, 2010 – 2013.” Montessori Life, Vol. 26, No. 1, pp. 32 – 41.

Biswas-Diener, R. (2011).Manipulating Happiness: Maria Montessori.” International Journal of Wellbeing, 1(2), pp. 214 – 225.

Brunold-Conesa, C. (2010). “ International education: The International Baccalaureate, Montessori and global citizenship.” Journal of Research in International Education, Vol. 9, No. 3, pp. 259-272.

Abstract
The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB’s secondary programs are widespread in international schools, Montessori programs at that level are comparatively few. This article compares and contrasts IB and Montessori secondary programs with respect to the promotion of global citizenship, and explores the scarcity of secondary Montessori programs in general and in the international schools community in particular.

Full Text: Access through your university library or purchase full text from Sage.

Byun, W., Blair, S.N. and Pate, R.R. (2013). "Objectively Measured Sedentary Behavior in Preschool Children: Comparison between Montessori and Traditional Preschools." International Journal of Behavioral Nutrition and Physical Activity, 10:2

Cossentino, J. (2009). “Culture, Craft, and Coherence: The Unexpected Vitality of Montessori Teacher Training.” Journal of Teacher Education, Vol. 60, No. 5, pp. 520 – 527.

Abstract
This essay examines the “how, whys, and what fors” of Montessori teacher education. Treating the Montessori system as an illuminating case of alternative teacher preparation, three concepts common to the lexicon of teacher education—culture, craft, and coherence—are explored in detail. Drawing from both mainstream teacher education research and ethnographic studies of Montessori teacher training, the essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.

Full Text: Access through your university library or purchase full text from Sage

Donabella, M.A. and Rule, A.C. (2008). "Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard: A Case Study." Teaching Exceptional Children Plus, Vol. 4, No. 3. Full text.

Ely, M, and Matias, B (2006). "Montessori Moments: Voices from the Field." Research supported by the American Montessori Society and the West Side Montessori School. 

Koh, J.H.L. and Frick, T. W. (2010).Implementing Autonomy Support: Insights from a Montessori Classroom.” International Journal of Education, Vol. 2, No. 2.

Lillard, A. S. (2012). Preschool Children's Development in Classic Montessori, Supplemented Montessori, and Conventional Programs. Journal of School Psychology, 50, 379-401. Available on Dr. Lillard's Web site.

Lillard, A. and Else-Quest, N. (2006). “The Early Years: Evaluating Montessori Education.” Science, Vol. 313, No. 5795, pp. 1893 – 1894. Available on Dr. Lillard's Web site.

Murray, A. K. (2011). "Montessori Elementary Philosophy Reflects Current Motivation Theories." Montessori Life, Vol. 23, No. 1, pp. 22 – 33.

Murray, A. and Peyton, V. (2012). "Public Knowledge of Montessori Education." Montessori Life, Vol. 24, No. 1, pp. 18 - 21.

Murray, A. K., Bagby, J. H., and Sulak, T. (2010). "Research 101: Understanding Educational Research." Montessori Life, Vol. 22, No. 4, pp. 34 – 37.

Shernoff, D.J. (2013). Models of Engaging Private Schools and the Case of Montessori Schools. In, Optimal Learning Environments to Promote Student Engagement Advancing Responsible Adolescent Development (pp. 219-246). New York: Springer.

In this chapter, 3 private school models with empirical support for engaging youth are presented and discussed. Montessori philosophy is built around reverence for the child. In contrast to public schools, Maria Montessori believed that mental development was dependent on movement, and that overall development was dependent on autonomous actions and the cultivation of interests in the world.

Abstract is available free-of-charge from Springer Publishing; at the same link, you can also order a digital copy of the complete chapter for $29.95.

Thayer-Bacon, Barbara J. (2012). "Maria Montessori, John Dewey, and William H. Kilpatrick," Education and Culture: Vol. 28: Iss. 1, Article 3.

Whitescarver, K. and Cossentino, J. (2008).Montessori and the Mainstream: A Century of Reform on the Margins.” Teachers College Record, Vol. 110, No. 12, pp. 2571 – 2600.

Zascavage, V.S. McKenzie, G.K., Bout, M. and, Woods, C. (2012).The Effect of visual-Spatial Stimulation on Emergent Readers at Risk for Specific Learning Disability in Read.” International Journal of Special Education, Vol. 27, No. 3. Used with permission.

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