Using Nontraditional Text for Socratic Dialogue In a Secondary Montessori Classroom
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Using Nontraditional Text for Socratic Dialogue In a Secondary Montessori Classroom

Action research with Montessori Middle School students demonstrated how works of music could successfully be used a text for a Socratic seminar and how Socratic seminars can be an effective technique for discussing music.

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Visual Literacy and Socratic Seminars in a Secondary Montessori Classroom
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Visual Literacy and Socratic Seminars in a Secondary Montessori Classroom

This action research study found that Middle School students' involvement in multiple scaffolding activities improved in their ability to become visually literate.

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What Does Research Say About Montessori Theory and Practice? - Workshop - 2017 Conference
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What Does Research Say About Montessori Theory and Practice? - Workshop - 2017 Conference

Workshop: "What Does Research Say About Montessori Theory and Practice?" - Presenters: Angela Murray, PhD, Katie Brown, PhD, Brooke Culclasure, PhD

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What Makes a School Montessori?
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What Makes a School Montessori?

Exploring what constitutes Montessori education from the perspective of parents and teachers led one teacher to focus on extending uninterrupted work time.

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What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education
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What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education

This article presents 4 general principles from cognitive science about ways that manipulatives promote math learning, and offers concrete examples of the application of these principles in Montessori practice.

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Working it out together: Teaching the steps of conflict resolution to preschoolers
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Working it out together: Teaching the steps of conflict resolution to preschoolers

A preschool teacher as researcher discovered that when the steps of conflict resolution were taught to preschool children, the number of conflicts resolved without teacher intervention increased, the frequency students sought teacher guidance to solve conflicts decreased, and the number of journal responses that included positive independent solutions to problems increased.

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