Master of Education in Montessori Integrative Learning

Integrating Montessori theory and practice in an on-line environment

The three-semester Master of Education in Montessori Integrative Learning is based on the same philosophy as the M.Ed. described above. There are two options. The first includes a teacher formation course for working with 6–12-year-olds; and the second enables Montessori practitioners to expand on their existing knowledge and explore an “Area of Emphasis.” The program as a whole addresses an evolution of Montessori insights for the current times. It honors the contributions of Maria and Mario Montessori and explores the ways in which the radical roots of the approach are still cogent. It acknowledges that the context and content for understanding the implications of the process have grown exponentially.

Students start new collaboratives at the beginning of July. Our “all on-line” program is designed for people whose jobs or home responsibilities preclude them from attending conventional classes. Students work in collaborative colloquia as part of an on-line learning community.

Students enroll from all over the world, creating a global learning environment. Matriculation is for three semesters (18 months) and includes 36 credits. Requirements for admission include an undergraduate (Bachelor) degree and responses to essay questions that are part of the application process.We are looking for self-directed learners who enjoy serious inquiry and are interested in applying and expanding Montessori concepts for lifelong learning. All pertinent program and application materials are located on our website http://www.ties-edu.org

Master’s Thesis

Students complete a Master’s Project (INT 510) in a focus area as identified in the student’s Area of Emphasis.  Spanning the entire program, the objectives of the Area of Emphasis is to deeply engage the student in a meaningful synthesis of integrative learning that culminates in an integrated Master’s thesis.

Program Outcomes

• Ability to write graduate-level exposition, including appropriate and consistent documentation of sources.
• Ability to evaluate sources critically, to see the complexities and nuances of problems, and to assess opposing views with objectivity.
• Ability to integrate scholarly theories and professional practice, or other experiential learning.
• Awareness of the social context and the implications of the student’s study.
• Evidence that the student’s study has been integrated into his/her personal growth and development.
• Submission of a coherent, analytica, and substantial culminating project that includes extended critical exposition. This project demonstrates that the student has met the above criteria.
• Ability to navigate through the complexity of the virtual campus as well as use internet sources.
• Ability to participate in the learning community and the personal development derived from that experience.
• Evidence of an understanding of dialogue as a communication practice.
• Ability to conceptualize and articulate a comprehensive understanding of the student’s learning by providing a multi-media presentation prior to graduation.