Dissertations & Theses
To support the growth and dissemination of Montessori-related research, the American Montessori Society is pleased to offer these documents for your investigation:
Adams, S. (2015). “Montessori Core Beliefs and the Teachers Who Share Them.”
Bagby, J. H. (2002). “The Characteristics of Problem-Solving Transfer in a Montessori Classroom.” AMS 2002 Outstanding Doctoral Dissertation Award.
Belcher-Badall, K. (2015). “Policy Reservations: Early Childhood Workforce Registries and Alternative Pedagogy Teacher Preparation.” AMS 2015 Outstanding Doctoral Dissertation Award.
Bhatia, P. (2012). “Mind Over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers.” AMS 2014 Outstanding Doctoral Dissertation Award, First Place.
Blahut, Judith S. (2013). “Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work.” AMS 2013 Outstanding Thesis Award (Tied Place).
Boulmier-Darden, Prairie (2013). “Montessori Education and Learning in Living Systems.” AMS 2013 Outstanding Thesis Award (Tied Place).
Butler, Diana S. (2014). “Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms.” AMS 2015 Outstanding Thesis 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.
Danner, N. (2015)“Early Childhood Inclusion in a Public Montessori School: Access, Participation, and Supports.”
Daoust, C. J. (2005). “An Examination of Implementation Practices in Montessori Early Childhood Education.” AMS 2005 Outstanding Doctoral Dissertation Award.
Daoust, C. J. (1994). “A Comparison of the California Public School and Montessori Elementary Curriculums.”
Dorer, M. J. (2007). “Montessori Curriculum in Minnesota and Wisconsin Public Montessori Elementary Schools.”
Engelhart, L. (2015) “The Child and Nature: Re-Integrating the Whole.” AMS 2015 Outstanding Master's Thesis, Second Place.
Fulton, J.A. (2014). “Evidence Based Social Skills Interventions for Young Children with Asperger’s Syndrome and the Montessori Educational Method: An Integrative Review.”
Fries, S. (2015). “Investigation of the Rise Evaluation System in Montessori 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.
Keith, R. (2014) “Learning As Development: Reflections of Former Montessori Students.” AMS 2015 Outstanding Doctoral Dissertation Award.
LaRue, W.J. (2010). “Empowering Adolescents: A Multiple Case Study of U.S. Montessori High Schools.” AMS 2011 Outstanding Doctoral Dissertation, Second Place.
Leung, J. D. (2015). “Montessori Classrooms in Australia: An English as an International Language Perspective.” AMS 2015 Outstanding Master's Thesis, First Place.
Livingston, B. Victoria (2013). “Educators on Social Media: A Look Into What Montessori Teachers and Other Educators Believe About Intrinsic Motivation and Rewards.” AMS 2014 Outstanding Master's Thesis Award, 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.”
Moore, M. A. (2000). “Teacher Perspectives of Student Academic Decision-Making in Montessori Elementary Classes”
Mosscrop, Katrina (2012). “Place Attachment: Grade 2 Students' Special Places at their Schools.” AMS 2013 Outstanding Thesis Award (Tied Place).
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.
Stansbury, J. (2012). “Dealing with Diversity: Administrator, Teacher and Parent Perceptions of the Responsiveness of Montessori Schools to Racial and Ethnic Diversity.” AMS 2014 Outstanding Master's Thesis Award, First Place.
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.
Van Acker, T. (2013). “From Boutique to Big Box: A Case Study Concerning Teacher Change Transitioning to a Public Montessori Elementary School.”
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.”