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Conference Paper
Beşeri̇ Sermayeni̇n Alternati̇f Eği̇ti̇mle İli̇şki̇si̇: Okul Öncesi̇ Montessori̇ Eği̇ti̇mi̇ Örneği̇ / the Relationship of Human Capital with Alternative Education: The Example of Preschool Montessori Education
Available from: Kherson State Agrarian and Economic University - Institutional Repository
İrem Savci Köroğlu (Author) , Gökçe Cerev (Author) , Doğa Başar Sarii̇pek (Editor)
International Palandoken Scientific Studies Congress (5th, 18-19 March 2023 Erzurum, Turkey)
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Abstract/Notes: Human capital is very important as it reflects the knowledge and skills that individuals acquire in order to increase their value and productivity. In this context, the most important factor affecting human capital is education. Many issues such as the increase in the quality of education, visionary education planning, and the improvement of technology-based education opportunities enable the direct reflection of education input on individual output. In particular, pre-school education draws attention as a type of preliminary education that increases the quality of education provided in educational institutions in a country. The Montessori Method, which is one of the alternative education programs applied in the preschool period, aims to equip children with different abilities than adults, and their development is supported through problem solving, communication and using their creativity with the freedom to make choices in an environment that ensures children's independence. The main element that makes Montessori education valuable is the environment it creates and the educational content it implements, as well as its approach to being an individual from an early age. The aim of this study is to examine the effect of education on human capital in the context of alternative preschool approaches in the context of Montessori Method. The study is important because it will contribute to the literature from the approach of the effects of alternative education methods on human capital. In the study, in-depth literature analysis was made from primary sources and the data obtained were interpreted with descriptive analysis method. In the study, it has been concluded that the development of human capital will be qualitatively positive by increasing the level of education and the Montessori Method, which is based on the approach to the cognitive, social and emotional development of the individual, will be effective on human capital. / Beşeri sermaye, bireyin değerlerini ve verimliliğini artırmak amacıyla kazandıkları bilgi ve becerileri yansıtması bakımından oldukça önemlidir. Beşeri sermaye üzerinde etkili olan önemli faktörlerden biriside eğitimdir. Eğitimdeki kalite artışı, eğitim planlaması, teknolojiye dayalı eğitim olanaklarının iyileştirilmesi gibi birçok konu eğitim girdisinin birey çıktısına doğrudan yansımasına yardımcı olmaktadır. Özellikle okul öncesi eğitim, bir ülkedeki eğitim kurumlarında verilen eğitimin niteliğini artırıcı bir ön eğitim türü olarak dikkat çekmektedir. Okul öncesi dönemde uygulanan alternatif eğitim programlarından biri olan Montessori Yönteminde çocukların yetişkinlerden farklı yeteneklerle donatılması amaçlanmakta ve çocukların bağımsızlığını sağlayan bir ortamda seçim yapma özgürlüğüyle birlikte problem çözme, iletişim kurma ve yaratıcılığını kullanma yoluyla gelişimleri desteklenmektedir. Montessori eğitiminin önemini artıran temel unsur, yarattığı ortam ve uyguladığı eğitim içeriğiyle birlikte erken yaştan itibaren birey olmaya yönelik ortaya koyduğu yaklaşımdır. Bu çalışmanın amacı beşeri sermayede eğitimin etkisini okul öncesi alternatif yaklaşımlar bağlamında Montessori Yöntemi özelinde incelemektir. Çalışma literatüre alternatif eğitim yöntemlerinin beşeri sermaye üzerindeki etkileri ve kazanımları yönünden katkı sağlayacağı için önem arz etmektedir. Çalışmada birincil kaynaklardan derinlemesine literatür analizi yapılarak, elde edilen veriler betimsel analiz yöntemiyle yorumlanmıştır. Çalışma sonucunda beşeri sermayenin gelişiminin eğitim seviyesinin artırılmasıyla niteliksel olarak olumlu yönde sağlanacağı ve bireyin bilişsel, sosyal ve duygusal kazanımlarına yönelik yaklaşımı esas alan Montessori Yönteminin beşeri sermaye üzerinde etkili olacağı değerlendirilmiştir.
Language: Turkish
Published: Erzurum, Turkey: International Science and Art Research Center (ISARC), 2023
Pages: 13-26
ISBN: 978-625-367-014-6
Conference Paper
Social Development in Preschool Age Through the Montessori Pedagogy / Социалното развитие в предучилищна възраст през погледа на Монтесори педагогиката
Available from: University of Sofia (Bulgaria)
Desislava Stoeva (Author)
Education and Arts: Traditions and Perspectives – Fourth scientific and practical conference / Образование И Изкуства: Традиции И Перспективи – Четвърта научно-практическа конференция с международно участие
, Modern school movement - Criticism, interpretation, etc.
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Abstract/Notes: This paper presents the socialization in preschool-age according to Montessori pedagogy and emphasizes the three elements – the favorable environment, the prepared teacher and the child. It describes the child’s path towards socialization and how he/she builds his/her sense of community, by focusing on the absorbent mind, sensitive periods, movement, concentration, the development of willpower, character and intelligence, the process of normalization, and formation of self-discipline. / В настоящия доклад се представят характеристиката и спецификата на социализацията в предучилищна възраст през погледа на Монтесори педагогиката. В него се акцентира върху трите елемента – подкрепяща среда, подготвен учител и дете. Описва се пътят, по който детето преминава в своята социализация и как изгражда чувството си за общност – започвайки от характеристиките на попиващия ум, сензитивните/чувствителните периоди, движението, концентрацията, нормализацията, изграждането на волята, характера, интелигентността и самодисциплината.
Language: Bulgarian
Published: Sofia, Bulgaria: St. Kliment Ohridski University Press, 2023
Pages: 198-204
ISBN: 978-954-07-5061-3
Conference Paper
Effects of Intrinsic and Extrinsic Motivators on Reading Retention in Montessori and Traditional Students
Available from: AERA Online Paper Repository
Amanda M. Mason (Author) , Corinne Zimmerman (Author) , Nicole L. Gilson (Author)
American Educational Research Association Annual Meeting (2010, Denver, Colorado
Comparative education, Montessori method of education, Motivation (Psychology)
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Abstract/Notes: The current study addresses whether the type of motivator students receive while reading and the school program they attend influences reading retention. Fifth-graders were randomly assigned to read text passages within a context of either intrinsic (learn for fun) or extrinsic (learn to receive a prize) motivators. Retention of the text passage was measured immediately and after a one-week delay. Changes in story recall scores varied as a function of both program type (traditional vs. Montessori) and experimental motivator. Improvement in performance after delay was only evident for Montessori students provided with an intrinsic motivator. The results illuminate how the type of pedagogy and academic motivators a student has been exposed to influence how students approach learning.
Language: English
Published: Washington, D.C.: American Educational Research Association, 2010
Conference Paper
A Systems Thinking Approach to Codesign at a Montessori School
Available from: International Association of Societies of Design Research
Anna Chekhman (Author) , Martin J. Bunch (Author) , Shital Desai (Author) , D. De Sainz (Editor) , L. Galluzzo (Editor) , F. Rizzo (Editor) , D. Spallazzo (Editor)
International Association of Societies of Design Research (IASDR) 2023 (9-13 October, Milan, Italy)
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Abstract/Notes: In this study, systems thinking and codesign principles are applied together to develop a process framework to identify leverage points for an intervention in a new Montessori school. We show how a series of codesign workshops with children, parents, teachers, and management generated insights into the importance of collaboratively codesigning with stakeholders while applying Soft Systems Methodology (SSM). This approach demonstrates the advantages of incorporating diverse perspectives and fostering group coaction. These findings add to the limited literature on the practical applications of process-focused SSM, as they have informed the development of a step-by-step plan for forthcoming data collection sessions at the school, which will be organized as a Summer Research Camp. The future Summer Research Camp project will focus on continuing to work with the stakeholders to codesign interventions in the system, by following the SSM cycle aimed at gaining an understanding of the systemic factors affecting the school.
Language: English
Published: Milan, Italy: International Association of Societies of Design Research, 2023
Conference Paper
The Process of Transformation in Montessori Teachers' Training - Qualitative Research Findings
Available from: Knowledge Base of the University of Gdansk
Jarosław Jendza (Author)
European Conference on Educational Research 2023 (Aug 21-25, 2023)
Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Teacher training
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Abstract/Notes: Montessori teacher education, or “training” - as it is usually referred to, seems to be an intriguing example of a precisely defined and unique methodology of professional development conducted by the organizations which do not belong to the academic world but they are rather private, non-state funded entities or non-for-profit NGOs. Montessori education is practiced on all continents, in 154 countries, and is one of the dominant “alternative” to traditional schooling with estimated 15763 schools around the world. Such popularity also means that that there is a global demand for teachers prepared for working in accordance with this approach. Additionally, the founder of the pedagogy Maria Montessori left very clear instructions on the preparation of the adult. In this context the education of future Montessori practitioners is both described in detail and – to a large extent – elitist and privatized. At the same time the Montessori courses “use” specific techniques and technologies to “train” the teachers, which might be an interesting “lens” through which teacher education as such can be analyzed. The main research question of the empirical project was: how do Montessori approach trainees experience their participation in the training programs? The research was conducted between 2020 and 2022 and implemented qualitative research strategy, with two main data gathering methods: - 25 individual in-depth, narrative interviews with trainees from 18 countries - Participatory ethnographic observation in a three-year international training program The analysis of the interviews was conducted according to the strategy of phenomenography, and participatory observation followed the model of ethnography as outlined by Atkinson and Konecki The main result of the interviews’ analysis is the meanings outcome space consisting of four main descriptive categories: (1) training as struggle; (2) training as socializing; (3) training as unwanted but necessary step; (4) training as radical transformation. The ethnographic part of the research and the analysis of data (field notes, documents, communication entries; diary entries and jottings) allowed to identify a number of solutions and crucial ‘technologies’, among which: note taking, supervised practice, albums constructing and practice reflections seem to be most important. / Kształcenie nauczycieli Montessori, lub "szkolenie" - jak to się zwykle określa, wydaje się być intrygującym przykładem precyzyjnie zdefiniowanej i unikalnej metodologii rozwoju zawodowego prowadzonej przez organizacje, które nie należą do świata akademickiego, ale są raczej prywatnymi, niefinansowanymi przez państwo podmiotami lub organizacjami pozarządowymi non-profit. Edukacja Montessori jest praktykowana na wszystkich kontynentach, w 154 krajach i jest jedną z dominujących "alternatyw" dla tradycyjnego szkolnictwa, z około 15763 szkołami na całym świecie. Taka popularność oznacza również, że istnieje globalne zapotrzebowanie na nauczycieli przygotowanych do pracy zgodnie z tym podejściem. Ponadto założycielka pedagogiki Maria Montessori pozostawiła bardzo jasne instrukcje dotyczące przygotowania dorosłych. W tym kontekście edukacja przyszłych praktyków Montessori jest zarówno szczegółowo opisana, jak i - w dużej mierze - elitarna i sprywatyzowana. Jednocześnie kursy Montessori "wykorzystują" określone techniki i technologie do "szkolenia" nauczycieli, co może być interesującą "soczewką", przez którą można analizować edukację nauczycieli jako taką. Główne pytanie badawcze projektu empirycznego brzmiało: w jaki sposób stażyści podejścia Montessori doświadczają swojego udziału w programach szkoleniowych? Badanie zostało przeprowadzone w latach 2020-2022 i obejmowało jakościową strategię badawczą, z dwiema głównymi metodami gromadzenia danych: - 25 indywidualnych, pogłębionych wywiadów narracyjnych ze stażystami z 18 krajów - Etnograficzna obserwacja uczestnicząca w trzyletnim międzynarodowym programie szkoleniowym. Analiza wywiadów została przeprowadzona zgodnie ze strategią fenomenografii, a obserwacja uczestnicząca była zgodna z modelem etnografii nakreślonym przez Atkinsona i Koneckiego. Głównym wynikiem analizy wywiadów jest przestrzeń znaczeń składająca się z czterech głównych kategorii opisowych: (1) szkolenie jako walka; (2) szkolenie jako socjalizacja; (3) szkolenie jako niechciany, ale konieczny krok; (4) szkolenie jako radykalna transformacja. Etnograficzna część badania i analiza danych (notatki terenowe, dokumenty, wpisy komunikacyjne; wpisy do dziennika i notatki) pozwoliły zidentyfikować szereg rozwiązań i kluczowych "technologii", wśród których najważniejsze wydają się: robienie notatek, nadzorowana praktyka, konstruowanie albumów i refleksje praktyczne.
Language: English
Published: Glasgow, Scotland, 2023
Conference Paper
The Power of a Good Story or the Great Potential of Information Systems History or Some Lessons from a Heroic Journey
Available from: Springer Link
Jaana Porra (Author) , Harri Oinas-Kukkonen (Editor) , Netta Iivari (Editor) , Kari Kuutti (Editor) , Anssi Öörni (Editor) , Mikko Rajanen (Editor)
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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
Conference Paper
Peran Aktif Guru Bahasa Sebagai Strategi Pembelajaran di Era Berdiferensiasi [The Active Role of Language Teachers as Learning Strategies in the Differentiated Era]
Available from: Universitas Pendidikan Indonesia
Tazka Adiati (Author) , Yunus Abidin (Author) , Yeti Mulyati (Author)
Seminar Daring Internasional Riksa Bahasa XVI
Asia, Australasia, Indonesia, Southeast Asia
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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
Conference Paper
Islamic Religious Education in Montessori Preschool
Available from: European Union Digital Library
Syefriani Darnis (Author) , Dede Rosyada (Author) , Armai Arief (Author)
International Graduate Conference in Islam and Interdisciplinary Studies (IGCIIS)
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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
Conference Paper
Material Design and Audio-Visual Narratives for Pedagogy: Theoretical Premises and Evaluation Tools for Experimenting Stop-Motion Animation as Teaching Method
Available from: International Academic Forum (IAFOR)
Vincenzo Maselli (Author)
The European Conference on Arts, Design and Education (2022)
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Language: English
Published: Porto, Portugal: International Academic Forum (IAFOR), 2022
Pages: 75-88
Conference Paper
The Experience of Observation in a Bilingual Montessori School
Available from: Repositório Institucional - Universidade Federal do Ceará
Yasmin Passos Apoliano Gomes (Author)
Semana de Humanidades (15th, 2022)
Bilingual education, Bilingualism, Montessori method of education, Montessori schools, Observation (Educational method)
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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