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Includes transcripts of lectures given by Maria Montessori in 1915.

In addition to other correspondence, this folder contains copies of two letters to Hillary Rodham Clinton and a photograph of Lucille Franchi.

Thomas J. Banta, "Is There Really a Montessori Method," "Montessori: Myth or Reality," "New Tests for Young Children," "The Sands School Project: First-Year Results." Also contains progress reports related to the Montessori Research Project.

Lana Ford, "Brain Dominance"; Urban H. Fleege, "A Study of the Comparatice Effectiveness of Montessori Pre-School Education"; David Elkind, "Piaget Research and Montessori," "Piaget and Montessori"; Urban Fleege, Michael Black, and John Rackauskas, "Montessori Pre-School Education."

Lena L. Gitter, "A Picture Window to The World," "A Strategy for Fighting the War on Poverty"; Ruth B Gross, "The Sands School Project"; Timothy Hoban, Roseann Niemi, Marie Shaw, "The Montessori Approach in a Child Guidance Clinic"; Sister James Maureen Hunt, "The Montessori Philosophy and Its Need in American Education and Culture."

John T. Johnson, Jr., "The Montessori Method"; Mrs. H. Lee Jones, Jr., "Early Childhood Education: An Objective Study."

Nata C. Karlin, "The Application of the Montessori Sensorimotor Approach to the Education of Brain-Injured Children"; Jacquelyn S. Kibbey, "The Montessori Doctrine and It's Implications for Art Education"; Lawrence Kohlberg, "Education, Moral Development and Faith," "Assessment of a Montessory Program," "Montessori with the Culturally Disadvantaged"; Luis M. Laosa and John P. McNichols, "Research on the Montessori Method."

John Henry Martin, "Technology, Poverty and Montessori"; James E. Milord, "The Role of the Teacher in Montessori Philosophy"; Mike Morra, "The Montessori Methof in the Light of Contemporary Views of Learning and Motivation."

Bettye M. Caldwell, "On Reformulating the Concept of Early Childhood Education," "What is the Optimal Learning Environment for the Young Child?", "Infant Day Care -- Fads, Facts, and Fancies," "The Effects of Psychological Deprivation," "Infant Day Care and Attachment," "Kramer School -- Something for Everybody," "A Special Facility for Childhood Development and Education," "Some Precautions in Establishing Infant Day Care," "Can Young Children Have a Quality Life in Day Care?", "Critical Issues in Infancy and Early Development" ; Bettye M. Caldwell, Phyllis T. Elardo, and Richard Elardo, "The Longitudinal Observation and Intervention Study: A Preliminary Report"; Bettye M. Caldwell and Richard Elardo, "Innovative Opportunities for School Psychologists in Early Childhood Education," "Value Imposition in Early Education: Fact or Fancy?"; Samuel J. Braun and Bettye M. Caldwell, "Emotional adjustment of children in day care who enrolled prior to or after the age of three,"

Dorothy June Sciarra, "Nine Year Follow-up Study of Montessori Education," "Six Year Follow-Up Study of Montessori Education"; Charles L. Shedd, "Use of American Montessori Material with Learning Disabled Children"; Shelby J. Shelton, "A Glimpse of Montessori"; Matthew R. Baines and John R. Snortum, "A Time-Sampling Analysis of Montessori versus Traditional Classroom Interaction"; Benjamin Spock and Mildred L. Hathaway, "Montessori and Traditional American Nursery Schools - How They Are Different, How They Are Alike"; David A. Stern, "Maria Montessori on Speech Education"; Henry Britton Stolz, Jr., "'Growing Pains': A Feasibility Study of Expansion Choices for Montessori Schools of Omaha, Inc."; Sister Christina Marie Trudeau, "Montessori: For or Against Technology," "Is Montessori Really Effective?"

John H. Young, "A Community Program to Treat Children with Minimal Brain Dysfunction, Including a Special [Montessori] School Program"; Thomas D. Yawkey and Ann M. Burke-Merkle, "Montessori, Mathematics, and Young Children."

Theses and dissertations on Montessori education topics submitted to the AMS for grants:

A Dissertation Presented to the Faculty of the College of Education, University of Houston, In Partial Fulfillment of the Requirements for the Degree Doctor of Education.

"American Writings on Maria Montessori: An Inquiry into Changes in the Reception and Interpretations Given to Writing on Maria Montessori and Montessori Educational Ideas, 1910-1915 and 1958-1970" by Jean Ann Vance Keough. A disseration submitted to the Kent State University Graduate School in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

A report of an investigation submitted in partial fulfillment of the requirements for the degree of Master of Education with Honours at Murdoch University.

Master of Education Thesis

A Thesis presented to the Faculty of the Kalmanovitz School of Education, Saint Mary's College of California, in partial fulfillment of the requirements for the degree Master of Arts in Early Childhood Education.

A Dissertation presented for the Doctor of Education Degree, The University of Memphis.

Presented to the Faculty of the Kalmanovitz School of Education, Saint Mary's College of California

A Dissertation Submitted to the Faculty of Baylor University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy, Waco, Texas.

Florida International University, Miami, Florida.

A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education, Montana State University--Bozeman.

"Culturally Congruent Education and the Montessori Model: Perspectives from Hawaiian Culture-Based Educators." A Dissertation submitted to the Graduate Division of the University of Hawai'i in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology.

Submitted in partial requirement for the degree of Master of Arts, School of Education, Saint Mary's College, Moraga, California.

"Dealing with Diversity: Administrator, Teacher and Parent Perceptions of the Responsiveness of Montessori Schools to Racial and Ethnic Diversity." Presented to the faculty in partial completion of the requirements for a Master of Arts Degree, DePaul University.

A thesis submitted in partial fulfillment of the requitements for the degree of Masters of Art in the graduate division of the department of Social Foundations, School of Education, University of Michigan, Ann Arbor.

"A Delicate Balance: The Symbiloc Construction, Management, and Negotiation of Freedom and Control in Teacher/Student Interaction at a Midwestern Montessori School," by Mary E. S. Vaughn. A Dissertaiton submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

In fulfillment of final requirements for the MAED degree, Saint Catherine University

A Thesis presented to the Faculty of the School of Education, Saint Mary's College of California, in partial fulfillment of the requirements for the degree Master of Arts.

A thesis submitted in partial fulfillment of the requirements for the Degree of Masters of Education at College of Notre Dame, Belmont, CA.

Dissertation Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy, Education, Walden University.

Doctoral dissertation from the University of California, Berkeley.

Doctoral Dissertation Research submitted to the Graduate Faculty of Argosy University, Sarasota, College of Education, in partial fulfillment of the requirements for the degree of Doctor of Education

A Field Study submitted to the faculty of San Francisco State University in partial fulfillment of the requirements for the degree Master of Arts in Elementary Education: Concentration in Language and Literacy, San Francisco State University, San Francisco, California.

Submitted in partial fulfillment of the requirements for the Doctor of Education degree in the School of Education, Indiana University.

A Dissertation presented to the Faculty of the School of Education, Saint Mary's College of California, in partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership.

"Mind Over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers." A thesis submitted to the University of Colorado Denver in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Educational Leadership and Innovation.

Submitted in partial fulfillment for the degree Master of Education, Endicott College - TIES Partnership.

Winner of first place for Masters thesis award -- "Montessori Classrooms in Australia: An English as an International Language Perspective," by Jennifer Darlene Leung, submitted for the degree of Master's in Applied Linguistics, Monash University, Australia, 2015.

"Montessori Education Social Justice: Overlap, Potential Areas for Growth." Thesis submitted to the faculty of the graduate school of the University of Wisconsin - Madison in partial fulfillment of the requirements for the degree of Master of Science Curriculim Instruction.

In partial fulfillment of program requirements, Endicott College, The Institute for Educational Studies.

Masters Project submitted as final requirement for MA in Latin American and Caribbean Studies at New York University

Submitted in partial fulfillment of the requirements for the degree of Master of Education, College of Notre Dame, Belmont, California.

"Narrative, Meaning Making and Personal Development: Teachers' Storied Experience in Montessori, Steiner and Other Primary Classrooms," A thesis submitted to The Graduate School of Education of The University of Notre Dame Australia in fulfillment of the requirements for the degree of Doctor of Philosophy.

MECA VII Thesis.

Subtitle: "A Comparative Case Study of the Implementation of Montessori Pedagogy in the United Republic of Tanzania and the Russian Federation." A dissertation submitted to the faculty of the Graduate School of the University of Minnesota, in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

"Observational Assessment of Literacy Development: The Use of Running Records in the Montessori Classroom." This is the written component of Stern's Culminating Project, an alternative to a Master's Thesis at the University of Washington-Bothell. The Culminating Project takes place over the course of three academic quarters: proposal, implementation, and analysis/write-up.

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education at College of Notre Dame, San Francisco, CA.

Submitted in partial fulfillment for the degree of Doctor of Philosphy from Prescott College in Sustainability Education

A Project Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts in Human Development, Pacific Oaks College, Pasadena, California.

"Pilgrims and Guides: A Phenomenological Study of Montessori Teachers Guiding and Being Guided by Children in Public Montessori Schools." Dissertation submitted to the Faculty of the Graduate School of the University of Maryland - College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Thesis submitted to the Faculty of Education in conformity with the requirements for the degree of Master of Education, Queen's University, Kingston, Ontario, Canada.

Thesis submitted in partical fulfillment of the requirements for the degree of Doctor of Philosophy in the Facutly of Education, Simon Fraser University