Abstract/Notes: This paper is an essay about my journey as an information systems (IS) historian. In the paper, I briefly outline the past and the current situation with the environmental circumstances of history writing in the IS research field. I also highlight some lessons I have learned studying and applying the historical method over the past decade and a half. I do this in the context of a four-tiered research framework. I conclude that there continues to be a great need for written IS history and urge IS researchers to take upon themselves this important quest that will benefit future generations.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2015

Pages: 3-10

DOI: 10.1007/978-3-319-21783-3_1

ISBN: 978-3-319-21783-3

Abstract/Notes: Pelaksanaan pembelajaran pada era ini mengalami berbagai perubahan dinamis. Perubahan-perubahan ini merupakan bagian dari tantangan zaman yang semakin beragam, baik bentuk maupun kecepatannya. Guru memiliki peranan penting yang dituntut untuk mampu melaksanakan pembelajaran dengan adaptif, kreatif, inovatif, dan mengedepankan kebutuhan setiap peserta didik. Tujuan penelitian ini adalah untuk mengungkap prinsip-prinsip pembelajaran yang dapat dilakukan guru dalam menghadapi pembelajaran di era berdiferensiasi. Metode penelitian yang digunakan pada penelitian ini adalah studi literatur yang menggunakan berbagai sumber rujukan baik buku referensi, artikel ilmiah nasional maupun internasional. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi pada era ini dapat dilaksanakan oleh guru pada umumnya dan guru bahasa secara khusus dengan menerapkan prinsip-prinsip pembelajaran Montessori. Pembelajaran dengan prinsip Montessori menekankan pendidikan holistik, mengutamakan kebebasan terarah, menghormati perbedaan potensi diri, dan berpusat pada pemelajar.

Language: Indonesian

Published: Bandung, Indonesia: Universitas Pendidikan Indonesia, 2022

Pages: 459-464

Abstract/Notes: This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orch

Language: English

Published: Matarma, Lombok, Indonesia (Oct 19-20, 2022): EAI, May 26, 2023

Pages: 9 p.

DOI: 10.4108/eai.19-10-2022.2329047

ISBN: 978-1-63190-398-4

Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6

Abstract/Notes: This oral communication is based on my observation report for the discipline Estágio I: Fundamentos Teóricos para o Ensino da Língua Inglesa, where I observed 4 hours of English Classes at Casulo Montessori Instituto Bilíngue, to students whose ages ranged from 18 months to 3 years old. Due to the kids' ages, the classes were 30 minutes long and they were based on a “presentation and practice” methodology, always aiming for the kids to practice the language in a natural context and aligned with what they were seeing on their first language curriculum. The experience in this school was personally cherished not only because of its bilingualism, but also because the Montessori method is one I truly believe in as a teacher, and to see it first-hand was an indescribably treasured. By observing these kids experience a second language in this unique way rarely seen in our country, I had the chance of gaining important understanding of the cognitive processes the mind goes through when learning another language, which I believe is something I will always carry with me as a teacher.

Language: English

Published: Fortaleza, Brazil: Centro de Hamnidades da Universidade Federal do Ceará, 2022

Pages: 129

ISBN: 9786500610833

Abstract/Notes: As prototypes for new forms of education, public and private alternative schools have much to offer regular schools in the way of new ideas. This paper provides an overview of alternative schools and the options available. Alternative schools are characterized by a more selected student body, a smaller and less bureaucratic structure, values derived from within the school community, holistic student work, and a recognition of the school-survival issue. The basic educational frameworks within the array of public alternative school options are identified: (1) the traditional approach; (2) the nontraditional and nongraded approach; (3) schools that focus on the development of student abilities; (4) schools that emphasize techniques for delivering education (rather than philosophy); (5) schools with community-based organizing principles; (6) the self-directed, Montessori-like environment; (7) schools that are intentionally structured for particular student groups; and (8) subcontracted arrangements. In conclusion, alternative schools are flexible and able to respond to students' various needs. (LMI)

Language: English

Published: Houston, Texas: University Council for Educational Administration, Oct 1993

Pages: 19 p.

Abstract/Notes: This study examined the contention that teacher instruction in the "correct use" of classroom equipment, as in the Montessori training method, inhibits a child's ability to generate other uses for that same equipment. Subjects were 31 matched pairs of four- and five-year-olds from two Montessori preschools and two traditional nursery schools. Each child was given adaptations of four Unusual Uses Test from Torrance's Minnesota Tests of Creative Thinking and Writing. The tests utilized two items familiar to all children (a stuffed dog and a fork) and two Montessori equipment items (a triangular wooden block and a button frame). A comparison of the children's test results contradicted theassertion that teacher demonstration of how to use equipment inhibits creativity, whether or not the objects used are Montessori equipment items. (ST)

Language: English

Language: English

Pages: 71-83

Abstract/Notes: Includes a full bibliography of research (up to 1989).

Language: English

Published: Washington, D.C.: AMI-USA, 1989

Pages: 18-30

Abstract/Notes: The paper traces the influence of theories of J. Locke, J. Rousseau and the Abbe de Condillac on the development of educational programs for persons with mental retardation under J. Itard and E. Seguin. Itard's emphasis on sensory activities is discussed, as is his collaboration with Seguin. The effects of their work on M. Montessori, specifically on her stress on the senses of touch and vision are considered. Contemporary practices which emphasize sensory training are traced to these earlier theorists. Appended materials include illustrations of Montessori's sandpaper letters, Sequin's texture board and training apparatuses, and gymnastic exercises designed to improve perceptual motor development.

Language: English

Published: Montreal, Quebec, Canada: American Educational Research Association, Apr 1983

Pages: 30 p.