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Article
Assessment of Capabilities in Persons with Advanced Stage of Dementia: Validation of the Montessori Assessment System (MAS):
Available from: SAGE Journals
Publication: Dementia, vol. 18, no. 5
Date: 2019
Pages: 1840-1857
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: This study evaluated the validity and reliability of the Montessori Assessment System. The Montessori Assessment System assesses preserved abilities in persons ...
Language: English
ISSN: 1741-2684, 1471-3012
Article
Formative Assessment: Assessment Is for Self-Regulated Learning
Available from: Springer Link
Publication: Educational Psychology Review, vol. 24, no. 2
Date: 2012
Pages: 205-249
Article
Classroom Assessment Within the Alternative Assessment Paradigm: Revisiting the Territory
Available from: Taylor and Francis Online
Publication: The Curriculum Journal, vol. 18, no. 1
Date: 2007
Pages: 39-56
Article
Montessori and Assessment: Some Issues of Assessment and Curriculum Reform
Publication: NAMTA Journal, vol. 20, no. 2
Date: Spring 1995
Pages: 116-130
Assessment, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Interviewed eight teachers and principals at three Montessori magnet schools in Kansas City, Missouri, concerning their preparation for mandated state and federal standardized tests. The administrators and teachers generally expressed negative attitudes toward the testing, which ignores the ungraded, holistic, student-centered curriculum of the Montessori approach to education. (MDM)
Language: English
ISSN: 1522-9734
Article
The Assessment Puzzle or Assessment 101
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 22–24
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Language: English
ISSN: 1054-0040
Report
The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning. A Series on Authentic Assessment and Accountability
Available from: ERIC
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Abstract/Notes: In 1987, parents and teachers from diverse neighborhoods of a local school district in New York (New York) founded the Bronx New School, a small public elementary school of choice that was meant to be learner-centered, with high standards for all. The school was organized into heterogeneous, multi-age classes and structured to encourage collaboration among faculty, students, and families. In spite of political stresses, the school's founding values have survived. This report focuses on the first 3 years of its life, a time when a comprehensive assessment system was designed and used throughout the school. The assessment system was designed to support instruction and learning through the collection of descriptive records of student growth. Teacher-kept records, student-kept records, and samples of student work in portfolios are used in combination to develop a picture of student learning. A developmental framework constructed by teachers provides a general guide for expectations of
Language: English
Published: New York, New York, Sep 1994
Article
The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
Available from: MDPI
Publication: Children (Switzerland), vol. 9, no. 2
Date: 2022
Pages: Article 133
Child development, Cognitive development, Learning, Montessori method of education, Social development
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Abstract/Notes: This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play.
Language: English
ISSN: 2227-9067
Article
Montessori-Based Activities Among Persons with Late-Stage Dementia: Evaluation of Mental and Behavioral Health Outcomes:
Available from: SAGE Journals
Publication: Dementia, vol. 18, no. 4
Date: 2019
Pages: 1373-1392
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: Literature regarding Montessori-based activities with older adults with dementia is fairly common with early stages of dementia. Conversely, research on said activities with individuals experiencing late-stage dementia is limited because of logistical difficulties in sampling and data collection. Given the need to understand risks and benefits of treatments for individuals with late-stage dementia, specifically regarding their mental and behavioral health, this study sought to evaluate the effects of a Montessori-based activity program implemented in a long-term care facility. Utilizing an interrupted time series design, trained staff completed observation-based measures for 43 residents with late-stage dementia at three intervals over six months. Empirical measures assessed mental health (anxiety, psychological well-being, quality of life) and behavioral health (problem behaviors, social engagement, capacity for activities of daily living). Group differences were observed via repeated measures ANOVA and paired-samples t-tests. The aggregate, longitudinal results—from baseline to final data interval—for the psychological and behavioral health measures were as follows: problem behaviors diminished though not significantly; social engagement decreased significantly; capacities for activities of daily living decreased significantly; quality of life increased slightly but not significantly; anxiety decreased slightly but not significantly; and psychological well-being significantly decreased. Improvements observed for quality of life and problem behaviors may yield promise for Montessori-based activities and related health care practices. The rapid physiological and cognitive deterioration from late-stage dementia should be considered when interpreting these results.
Language: English
ISSN: 1741-2684, 1471-3012
Book Section
See Beyond Behavioral Comparisons: Neuroscientific Perspectives on the Montessori Pedagogy
Available from: Research Gate
Book Title: Dieťa a materská škola: Nekonferenčný vedecký recenzovaný zborník / Child and kindergarten: Non-conference scientific proceedings of peer-reviewed studies
Pages: 41-52
Academic achievement, Montessori method of education, Neuroscience
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Abstract/Notes: Education is key to fostering the adaptive skills needed to face today’s challenges. However, Western-like traditional pedagogy is limited in promoting such skills, so a drastic reform is crucially needed. Recently, the Montessori pedagogy has aroused scientific interest. Behavioral comparative studies between traditionally and Montessori-schooled children confirm benefits at several levels for schoolchildren, especially in self-monitoring and creativity abilities. Despite these facts, large-scale implementation of this pedagogy is limited in public schools. Maybe those behavioral comparisons, by providing binary outcomes (i.e., better versus worse), limit the broader transfer of this pedagogy as it refrains from grasping the how and why it works. Accordingly, neuroimaging studies may complement positively this limitation and provide a deeper understanding of the neurodevelopment that the Montessori pedagogy supports and trains. Here we review behavioral studies and recent neuroscientific work, a perspective that explains most of the benefits observed and may help knowledge transfer to practice.
Language: English
Published: Prešov, Slovakia: Slovenský výbor Svetovej organizácie pre predškolskú výchovu / Slovak Committee of the World Organization for Early Childhood Education, 2023
ISBN: 978-80-974139-3-4
Article
Effect of Montessori Method on the Cognitive and Behavioral Intervention of Senile Dementia Patients: A Meta-Analysis
Available from: Talent of Magical Research
Publication: Aging Communications, vol. 4, no. 2
Date: 2022
Pages: 7
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: Background: To evaluate the effect of Montessori method on cognitive and behavioral function in patients with senile dementia by meta-analysis. Methods: The randomized controlled trials of the effect of Montessori method on cognitive and behavioral functions of Alzheimer’s patients in PubMed, Cochrane Library, Web of Science, Excerpt Medica Database, The Cumulative Index to Nursing & Allied Health Literature, Chinese BioMedical Literature Database, China National Knowledge Infrastructure, Weipu Information Chinese Periodical Service Platform database and Wanfang database were searched by computer, and the references of relevant literatures were traced. Two researchers independently conducted literature screening, data extraction, evaluation and inclusion in the literature, using RevMan 5.4.1 software for meta-analysis. Results: A total of 11 literatures were included and 936 patients were enrolled. Meta analysis shows that compared with routine nursing, Montessori method is helpful to improve the overall cognitive function (standardized mean difference = 1.53, 95% confidence interval (1.32, 1.73), P < 0.01), activities of daily living and reduce the incidence of adverse events (relative risk = 0.37, 95% confidence interval (0.21, 0.63), P < 0.01) in patients with Alzheimer’s disease. Conclusion: Montessori method is helpful to improve the overall cognitive function, activities of daily living and reduce the incidence of adverse events in patients with senile dementia. Affected by the included study, it still needs to be confirmed by multi center and large sample randomized controlled study.
Language: English
ISSN: 2815-7168