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Preparing for the celebration of First Communion about the concept of The Catechesis of the Good Shepherd – research protocol / Příprava dětí k 1. svatému přijímání podle konceptu Katecheze Dobrého pastýře – zpráva z výzkumu
Available from: Paidagogos
Petr Hyánek (Author) , Marcela Fojtíková Roubalová (Author)
Publication: Paidagogos / Παιδαγωγος - Journal of Education in Contexts, vol. 2023, no. 1-2
Date: Jan 31, 2024
Abstract/Notes: Preparation for the celebration of first communion is an integral part of children's religious education. The presented article deals with the Catechesis of the Good Shepherd program, or rather one of its parts, namely the preparation for the celebration of the First Holy Communion. The paper describes the stages of preparation and approaches the research investigation of the application of this concept of preparation in our environment, which is carried out as part of the diploma thesis.
Pendampingan Literasi Dasar Untuk Guru SDN Gading Kulon 2 Menggunakan Phonics Song Dan Large Movable Alphabet (LMA) Montessori Apparatus [Basic Literacy Assistance for Gading Kulon 2 Elementary School Teachers Using Phonics Song and Large Movable Alphabet (LMA) Montessori Apparatus]
Available from: Jurnal Pengabdian Masyarakat Mandira Cendikia
Delora Jantung Amelia (Author) , Bahrul Ulum (Author) , Ima Wahyu Putri Utami (Author)
Publication: Jurnal Pengabdian Masyarakat Mandira Cendikia, vol. 3, no. 2
Abstract/Notes: SDN Gadingkulon 2 is located in Princi hamlet, Gadingkulon village, Dau sub-district, Malang Regency. The basic literacy teaching method at this school previously focused on recognizing letter symbols without a deep understanding of phonetic letter pronunciation. The method used in this service activity is Focus Group Discussion, basic literacy assistance which includes activities (phonic songs, identifying sounds, matching letters to pictures, identifying sounds with words), literacy learning assistance, and reflection and follow-up. The obstacle experienced in this activity is that the teacher must be able to match the letters being read with the appropriate vowel sounds. As a result of this mentoring activity, teachers can understand and apply basic literacy according to good and correct Indonesian language rules. The problem with this activity is that teachers still pronounce letter sounds according to the old method, this can be eliminated with continuous practice. / Metode pengajaran literasi dasar di SDN Gadingkulon sebelumnya fokus pada pengenalan symbol huruf tanpa pemahaman yang mendalam tentang pelafalan huruf fonetik. Metode yang digunakan dalam kegiatan pengabdian ini Focus Group Discussion, pendampingan litereasi dasar yang di dalamnya ada kegiatan (phonic song, mengidentifikasi bunyi, mencocokan dengan gambar huruf, mengidentifikasi bunyi dengan kata), pendampingan pembelajaran literasi, dan refleksi dna tindak lanjut. Kendala yang dialami pada kegiatan ini guru harus bisa menyesuaikan antara huruf yang dibaca dengan bunyi vocal yang sesuai. Hasil dari kegiatan pendampingan ini guru-guru dapat memahami dan menerapkan literasi dasar sesuai dengan kaidah Bahasa Indonesia yang baik dan benar. Adapun kendala dari kegiatan ini guru-guru masih melafalkan bunyi huruf sesuai dengan metode lama, hal ini dapat dihilangkan dengan Latihan secara terus menerus.
Potential and Actual Significance of Montessori Learning Environment / Potencjalne i Rzeczywiste Znaczenie Montessoriańskiego Środowiska Uczenia Się
Available from: Maria Curie-Skłodowska University
Beata Zuzanna Bednarczuk (Author)
Publication: Lubelski Rocznik Pedagogiczny / Lublin Pedagogical Yearbook, vol. 42, no. 4
Abstract/Notes: It is important that people who want to perform their duties in a global and uncertain reality are prepared for changes. Therefore, education can play a significant role in supporting the development of active, competent citizens. The superior task of the contemporary school is to provide an educational environment which would be a source of various experiences with the material, social and cultural world (Todd et al. 2019). The model solution in this regard is offered by the school environment organized according to Maria Montessori’s pedagogical principles. The guiding standard for such an environment is support of the individual’s potential. This is also the key rule on which the lifelong learning paradigm is based (Fleming, 2021). The aim of the paper is to evidence that the Montessori environment favors the development of skills necessary for lifelong learning and to verify empirically the affective significances of the educational experiences of Montessori school graduates. In order to discover the emotional significance of school experiences, the partly modified Hermans’s Confrontation With Yourself method was applied (Hermans, Hermans-Jansen, 2000). The educational experiences of Montessori school graduates are characterized by one type of emotional climate – strength and union (+HH) – in which the fulfilment of both basic motives of human behavior (of self-enhancement and contact with others) evokes positive feelings. Montessori school former pupils possess intra- and interpersonal skills, necessary in lifelong learning. The Montessori model of education supports the development of the ability to harmonize one’s interests with the goals of other people as well as personal and social responsibility. / Ważne jest, aby ludzie, którzy chcą wykonywać swoje obowiązki w globalneji niepewnej rzeczywistości, byli przygotowani na zmiany. Dlatego edukacja może odegrać znaczącąrolę we wspieraniu rozwoju aktywnych i kompetentnych obywateli. Nadrzędnym zadaniemwspółczesnej szkoły jest zapewnienie środowiska edukacyjnego, które byłoby źródłemróżnorodnych doświadczeń, nabywanych w kontaktach ze światem materialnym, społecznymi kulturowym. Modelowym rozwiązaniem w tym zakresie jest środowisko szkolne zgodne z zasadamipedagogiki Marii Montessori. Ideą przewodnią jego organizacji jest wspieranie potencjałujednostki. Jest to również kluczowa zasada, na której opiera się paradygmat uczenia sięprzez całe życie. Celem artykułu jest wykazanie, że środowisko szkoły Montessori sprzyja rozwojowiumiejętności niezbędnych w procesie uczenia się przez całe życia oraz empiryczna weryfikacjaafektywnych znaczeń doświadczeń edukacyjnych absolwentów szkoły Montessori. W celu określenia afektywnych znaczeń doświadczeń szkolnych zastosowanoczęściowo zmodyfikowaną Metodę Konfrontacji z Sobą Huberta J.M. Hermansa.Wyniki: Doświadczenia edukacyjne absolwentów szkoły Montessori charakteryzuje jeden typklimatu emocjonalnego – siły i jedności (+HH), w którym zaspokojenie obydwu motywówpodstawowych ludzkiego działania (umacniania siebie oraz kontaktu i jedności z innymi) wywołujeuczucia pozytywne. Absolwenci szkoły Montessori posiadają umiejętności intra- i interpersonalne, niezbędnew procesie uczenia się przez całe życie. Model edukacji Montessori wspiera rozwój zarównoumiejętności harmonizowania własnych interesów z celami innych ludzi, jak i odpowiedzialnościosobistej i społecznej.
Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries
Available from: SAGE Journals
Whitney M. Hegseth (Author)
Publication: Educational Researcher
Date: Feb 14, 2024
Pages: Article 0013189X241227445
Abstract/Notes: This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.
Implementasi Metode Montessori dalam Meningkatkan Hasil Belajar PKn Kelas I SD Negeri 4 Dongos Kedung Jepara [Implementation of the Montessori Method in Improving Class I Civics Learning Outcomes at SD Negeri 4 Dongos Kedung Jepara]
Available from: Indo-MathEdu Intellectuals Journal
Jannatun Naim (Author) , Aan Widiyono (Author)
Publication: Indo-MathEdu Intellectuals Journal, vol. 5, no. 1
Abstract/Notes: This study aims to determine the implementation of the Montessori method, learning outcomes and things that influence the implementation of the Montessori method in improving Civics learning outcomes at SD Negeri 4 Dongos. The research method used is qualitative descriptive. Data collection techniques are interviews, observations and documentation. The analysis method used is crossite analysis. The results of the analysis showed that the implementation of the Montessori method in Civics subjects of grade I semester 1 students of SD Negeri 4 Dongos was quite good. The teacher provides a carefully scientific environment and gives children direction or tutorials in that environment. Teachers constantly monitor children's growth and record their progress so that they can design children's activities to prepare for the next development, step by step. The learning outcomes of Civics at SD Negeri 4 Dongos class I semester 1 of the 2023/2024 academic year are quite good. Factors that influence the implementation of the Montessori method include a negative environment that cannot make student activities to learn, lack of parental supervision for example when students are not in school and lack of attention from teachers other than Civics subject teachers who view Civics subjects as just an ordinary lesson
Efektivitas Penerapan Metode Montessori Dalam Upaya Membangun Pemahaman Konsep Dasar Matematika Siswa Kelas 1 Mi Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi [The Effectiveness of Applying the Montessori Method in Efforts to Build Understanding of Basic Mathematical Concepts in Grade 1 Students Mi Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi]
Available from: Proceedings ICHES
Kurniyatul Faizah (Author) , Nur Wiarsih (Author)
Publication: Proceedings: International Conference on Humanity Education and Society (ICHES), vol. 3, no. 1
Asia, Conferences, Elementary education, Elementary students, Indonesia, Mathematics - Academic achievement, Mathematics education - Achievement, Montessori method of education - Criticism, interpretation, etc., Southeast Asia
Abstract/Notes: This research aims to determine the effectiveness of implementing the Montessori Method in an effort to build understanding of basic mathematical concepts in grade 1 students at MI Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi. This research is quantitative quasi-experimental, using parallel classes namely classes for the experimental group that receive learning using the Montessori method and control group classes with conventional learning. Data was collected through a test of understanding basic mathematical concepts before (pretest) and after the intervention (post test). The research results show that the average value of N- Gain in the experimental class is 70.00. The average N-Gain value of the control class is 15.47. This shows that the Montessori Method is 54.53% more effective in improving student learning outcomes on adding tens and hundreds than conventional methods. The application of the Montessori method makes a positive contribution to increasing students' understanding, especially in critical aspects of mathematics for grade 1 students. Statistical analysis shows significant differences between the two groups, with a p-value of 0.00<0.05 which supports the effectiveness of the Montessori method. The implication of this research is that the application of the Montessori method can be used as an effective alternative learning approach to build understanding of basic mathematical concepts in grade 1 students. This can be a reference for schools, teachers and policy makers in designing more effective learning strategies at the educational level basic, especially at MI Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi. Further studies can explore the long-term impact of implementing the Montessori method in the context of Islamic education.
“Maybe We Have to Create Something Different”: Fostering Inclusion in Montessori Education
Available from: Western University (Canada)
Monique Somma (Author) , Lisa Ruggiero (Author) , Debra Harwood (Author) , Krystine Donato (Author)
Publication: Exceptionality Education International, vol. 33, no. 1
Abstract/Notes: How Does Learning Happen: Ontario’s Pedagogy for the Early Years, the early childhood education framework for Ontario (Canada), aims to guide early-years programs across the province by recognizing children as competent, capable, and curious individuals from diverse backgrounds. The policy highlights the significance of ensuring inclusive learning environments that foster a sense of belonging and enable every child to flourish (Ontario Ministry of Education, 2014). Many Montessori schools across the province share this view (Hunt et al., 2022) and strive for inclusive programs that meet the learning goals of children with special education needs; however, at times, this objective can seem daunting. In this article, we highlight findings from a study involving the educators at one Montessori school focusing on the self-described goal of improving the quality of their inclusive practices through an examination of beliefs and a continuous professional learning process. The main themes identified in the study related to educators’ attitudes to inclusion and their beliefs about how the Montessori method challenges inclusion pedagogies. Moreover, we found that educators’ understanding and implementation of differentiated instruction (Tomlinson & Imbeau, 2023) was lacking. The results indicate that Montessori educators’ inclusive practices and learning environments benefited from participating in ongoing, scaffolded professional learning specifically targeted to their needs and context.
Unveiling Alternative Schools: A Systematic Review of Cognitive and Social-Emotional Development in Different Educational Approaches
Available from: ScienceDirect
Silvia Guerrero (Author) , Javier Valenciano (Author) , Alicia Rodríguez (Author)
Publication: Children and Youth Services Review
Date: Jan 28, 2024
Pages: Article 107480
Alternative education, Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Social emotional learning, Waldorf method of education - Criticism, interpretation, etc.
Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.
Reimagining the EdD in a Time When the Future of Public Schooling is at Stake
Available from: University of Pittsburgh
Laura Flores Shaw (Author) , Juliana Paré-Blagoev (Author) , Laura Quaynor (Author)
Publication: Impacting Education: Journal on Transforming Professional Practice, vol. 9, no. 1
Abstract/Notes: Given the current tumultuous education climate, we as EdD faculty seek to engage in critical reflection and reimagine the affordances—opportunities for action (Gee, 2008; Gibson, 2014)—provided by our program structures and our teaching practices. In this article, three faculty members (including one department chair and one interim program director) among the many who actively engaged in reimagining an established online EdD program to be launched Fall 2023 discuss their critical self-reflection experiences. Specifically, we discuss how our backgrounds and/or the current socio-historical climate influences our thinking as we, along with our colleagues, have grappled with redesigning an applied EdD program.
Available from: Tadqiqotlar (Uzbekistan)
Qurbonova Dilnoza (Author)
Publication: Tadqiqotlar, vol. 31, no. 1
Abstract/Notes: This article describes how to increase the self-confidence of children three to twelve years old by using the Montessori method , the role of supportive teachers, and a new way of teaching preschoolers.