Mortarboard Review: Montessori-Related Dissertations, 2025
DOI:
https://doi.org/10.17161/jomr.v12i1.25406Schlagwörter:
Montessori-related dissertations, doctoral students, higher educationAbstract
Annually, Journal of Montessori Research editors publish an article highlighting recently completed doctoral dissertations. Our goal is to raise awareness of these important contributions to the field, as they are not widely indexed and may be stored only within institutional repositories or databases devoted solely to dissertations and theses. This year, we are modifying our approach to provide a broader overview of the range of works completed during the previous year. Rather than a detailed review of a small number of dissertations, this article provides a high-level analysis of the topics studied along with an annotated bibliography that includes reprinted abstracts from all dissertations identified in the database search described in the next paragraph. We identified 18 doctoral dissertations completed in 2025, for inclusion in this review.
Literaturhinweise
Ameley-Quaye, A. A. (2025). The power of place: Optimizing early childhood learning environments through pedagogical and spatial alignment [Doctoral dissertation, Arizona State University]. PQDT Global. https://www.proquest.com/openview/8ba85d95c7ff0edc3c4a50f8636c137c
Barton DiBernardo, L. M. (2025). The intersection of translanguaging and Montessori in early childhood classrooms: An instrumental case study of supporting multilingualism [Doctoral dissertation, University of Wisconsin–River Falls]. OATD. http://digital.library.wisc.edu/1793/95890
Buck, M. T. (2025). Exploring belonging in early childhood care and education: Perspectives of young children [Doctoral dissertation, Boise State University]. PQDT Global. https://scholarworks.boisestate.edu/td/2345/
Ellis, L. (2025). Comparisons of the effects of white noise and classical background music on student on-task engagement during work cycles in a lower-elementary Montessori class [Doctoral dissertation, George Fox University]. EBSCO Open Dissertations. https://digitalcommons.georgefox.edu/edd/263
French-Adams, I. R. (2025). Investigating the influence of a Montessori-based basketball program on positive skill development in children: An exploratory study [Doctoral dissertation, University of Wisconsin– River Falls]. OATD. http://digital.library.wisc.edu/1793/95891
Givens, K. (2025). Beyond the pink tower: Retention trends in Montessori education post-preschool [Doctoral dissertation, University of Kansas]. PQDT Global. https://www.proquest.com/openview/eb72cc874e369933a1afa13cde73ee78/1
Hale, D. J. (2025). Teacher perception and awareness of the interrelationship of the learning environment design and agentic learning in public Montessori settings [Doctoral dissertation, University of Wisconsin–River Falls]. OATD. http://digital.library.wisc.edu/1793/95719
Korngold, K. T. (2025). Agency piccolo in the Montessori infant environment: A confirming qualitative case study of the presence of infant agency [Doctoral dissertation, University of Wisconsin–River Falls]. OATD. http://digital.library.wisc.edu/1793/95722
Kpenkaan, E. (2025). Montessori-based ABAR approaches to literacy practices: An exploratory case study [Doctoral dissertation, Barry University]. PQDT Global. https://www.proquest.com/openview/f3d44e1afce67939b32c4b2bd0dd3b27/1
Lindeman, N. O. (2025). Effects of administering intergenerational Montessori-aligned instruction to mitigate ageist attitudes among children ages 3–5 [Doctoral dissertation, University of Wisconsin– River Falls]. OATD. http://digital.library.wisc.edu/1793/95723
Mai, X. (2025). Montessori preschool teachers’ perceived efficacy and experience in teaching and modeling emotion regulation: An exploratory method study [Doctoral dissertation, Regent University]. PQDT Global. https://www.proquest.com/docview/3205420556
Meirbekova, A. (2025). The creative potential of children attending Montessori and play-based kindergartens in Kazakhstan [Doctoral dissertation, University of Bristol]. OATD. https://research-information.bris.ac.uk/en/studentTheses/682f7ab8-500a-4f60-a9d5-d318ece29141
Nishibun, T. M. (2025). Integrating the Montessori method into vocal pedagogy: A curated environment for holistic teaching [Doctoral dissertation, University of Alabama]. PQDT Global. https://ir.ua.edu/handle/123456789/17015
Ravin, M. M. (2025). The transition from Montessori K–8 to a non-Montessori high school: A narrative analysis [Doctoral dissertation, University of Wisconsin– Milwaukee]. PQDT Global. https://minds.wisconsin.edu/handle/1793/96065
Teien, M. (2025). Relationships between the characteristics, professional experiences, phases of professional development, and sustainability of selected practicing U.S. Montessori teachers [Doctoral dissertation, University of Wisconsin–River Falls]. OATD. http://digital.library.wisc.edu/1793/95724
Van Fleet, S. (2025). Cardinal virtues in practice: A mixed-method study grounded in virtue ethics and Montessori’s theory of normalization [Doctoral dissertation, University of Wisconsin–River Falls]. OATD. http://digital.library.wisc.edu/1793/96309
Williams, J. E. (2025). Post racial reckoning: Montessori instructors’ perspectives on teaching through an antibias antiracist lens [Doctoral dissertation, University of San Diego]. EBSCO Open Dissertations. https://digital.sandiego.edu/dissertations/1061
Xiao, K. (2025). Toward wholeness and freedom: A holistic exploration of choice-based (art) education across TAB, Montessori, and Reggio Emilia [Doctoral dissertation, Virginia Commonwealth University]. PQDT Global. https://scholarscompass.vcu.edu/etd/8223/
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Copyright (c) 2026 Angela K. Murray, PhD
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Nicht-kommerziell 4.0 International.
