Content area
Full Text
This annotated bibliography is the fifth in a series published in Montessori Life, with the first review of articles published during the 10-year time span of 1996-2006 (Bagby, 2007); the second covering 2007-2009 (Bagby & Jones, 2010); the third, 2010-2013 (Bagby, Wells, Edmondson & Thompson, 2014); and the fourth, 2014-2017 (Bagby & Renbarger, 2018). As with the previous reviews, this edition includes articles published in non-Montessori professional periodicals that included information about Dr. Montessori and/or the Montessori Method. We have also included 10 articles published in 2016-2017 that were not annotated in the previous review.
There are 115 articles in this review, an increase over the previous four reviews, which continues to indicate strong interest in Montessori. For comparison, the 19962006 bibliography reviewed 54 articles; the 2007-2009 bibliography, 37 articles; the 2010-2013 bibliography, 83 articles; and the 2014-2017 bibliography, 91 articles.
Approximately 87 percent of these articles were published in education periodicals and represented conceptual as well as research studies. As with the previous reviews, a number of articles focused on the use of Montessori materials/methods with individuals with dementia. Over 5 0 percent of these articles were published in international journals, revealing the prominence of Montessori worldwide.
We hope readers will find the diversity of topics and types of research across a variety of disciplines a strong testament to the ongoing impact of Dr. Montessori's transformative vision and work. As Montessorians, we can all take pride in her ongoing legacy.
Adibpour, N., & Hasanvand, B. (2020). Determining and comparing the effect of traditional and Montessori methods on perceptual motor activities of elementary school students. Journal of Motor and Behavioral Sciences, 3(3), 303-312.
This study compared how traditional and Montessori learning methods impact school-aged students' perceptual motor abilities. Thirty-six elementary school students were randomly divided into three groups: one group was taught with the Montessori Method, one with the traditional method, and the third group served as a control. Both the Montessori and traditional learning methods showed improvements in students' abilities through pretest and posttest data collection. However, the Montessori group's improvement was greater.
Adjei, M. (2019). Women's participation in peace processes: A review of literature. Journal of Peace Education, 16(2), 133-154.
This review provided an in-depth look into the prominent role women have played...