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23 results

Doctoral Dissertation (Ph.D.)

Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.

Language: English

Published: Tallahassee, Florida, 2004

Book Section

Aspekte einer "modernen" curricularen und entwicklungspsychologischen Artikulation des Montessori-Systems

Book Title: Beiträge zur Montessori-Pädagogik 1977

Pages: 93-108

Montessori method of education - Criticism, interpretation, etc.

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Language: German

Published: Stuttgart, Germany: Klett-Cotta, 1977

ISBN: 978-3-12-927690-7

Article

The Montessori Curricular Appraoch to Moral Development

Publication: NAMTA Quarterly, vol. 1, no. 2

Pages: 10-18

Montessori method of education - Criticism, interpretation, etc., Moral development, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

Doctoral Dissertation (Ed.D.)

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills

Available from: OhioLINK ETD Center

Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading

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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.

Language: English

Published: Findlay, Ohio, 2019

Master's Thesis (M.A.)

A Case Study of Montessori Early Childhood and Head Start Curricular Alignment

Available from: American Montessori Society

Curricula, Curriculum planning, Early childhood care and education, Early childhood education, Montessori method of education

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Language: English

Published: Moraga, California, 2016

Article

Thoughts on the Curricula Contents and Methods of Teaching for the 21st Century Early Childhood Education in South Korea

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 15

Pages: 107-120

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Book Section

Curricular Form and the Logic of Technical Control: Building the Possessive Individual

Available from: Taylor and Francis Online

Book Title: Schooling, Ideology and the Curriculum

Pages: 11-27

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Abstract/Notes: It does not require an exceptional amount of insight to see the current attempts by the state and industry to bring schools more closely into line with 'economic needs'. Neither side of the Atlantic has been immune to these pressures. In the UK, The Great Debate and the Green Paper stand as remarkable statements to the ability of capital in times of economic crisis to marshall its forces. As the Green Paper notes:There is a wide gap between the world of education and the world of work. Boys and girls are not sufficiently aware of the importance of industry to our society, and they are not taught much about it.

Language: English

Published: London: Routledge, 2012

ISBN: 978-0-203-12886-2

Book Section

Curricula are Social Processes

Available from: Taylor and Francis Online

Book Title: Schooling, Ideology and the Curriculum

Pages: 153-167

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Abstract/Notes: During the 1960s a number of curriculum innovations were presented to schools: French for primary schools; Nuffield science; Mathematics for the Majority; the Humanities Curriculum Project and Man, a Course of Study (MACOS). Those who were given, or took upon themselves, the task of disseminating these innovations soon became aware that curriculum content was inextricably linked to the social processes of interaction between teachers and between teachers and pupils. The implementation of a new curriculum subject implied more than merely a change in what was taught, it also implied a change in social relationships. Hamilton 2 expressed it in these terms:the introduction of integrated studies is not merely equivalent to introducing a new syllabus but implies a radical change of emphasis in the organisational context and thinking of secondary education . .. simple questions of content cannot be separated from complex questions of grouping children by ability, from questions of 'responsibility' and authority, or, even from questions of school democracy.

Language: English

Published: London: Routledge, 2012

ISBN: 978-0-203-12886-2

Book Section

Programmi di studio della scuola secondaria [Secondary school curricula]

Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]

Pages: 103-114

Montessori method of education - Criticism, interpretation, etc.

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Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

Book Section

Arte e scienza nei programmi di studio dell'istruzione obbligatoria [Art and science in compulsory education curricula]

Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]

Pages: 79-101

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Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

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