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511 results

Master's Thesis

Mississippi River Program: A Mixed-Method Examination of the Effects of a Place-Based Curriculum on the Environmental Knowledge and Awareness of Montessori Adolescents

Available from: ProQuest - Dissertations and Theses

Comparative education, Mississippi River Program, Sustainability

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Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.

Language: English

Published: Mankato, Minnesota, 2006

Master's Thesis

The Extent That Montessori Programs Contribute to Students' Academic and Social Gains and How Montessori Programs Differ from Traditional Programs

Available from: Google Scholar

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Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.

Language: English

Published: Marquette, Michigan, 2009

Article

Il nostro programma [Our program]

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 19, no. 9, N.S. n. 12

Pages: 3-4

Marziola Pignatari - Writings

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Language: Italian

ISSN: 0042-7241

Article

Survivor: Strong Program and Parent Support Save Prince George's Program Amid Cuts [Prince George's County, Maryland]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 16, no. 3

Pages: 1, 18

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Characteristics of Affective Behavior of the First Graders from a Montessori Kindergarten Program and a Traditional Kindergarten Program / 몬테소리 프로그램 幼稚園과 일반 幼稚園 兒童의 國民學校 1學年에서의 정의적 행동특성의 비교

Available from: RISS

Publication: 아동교육 [The Korean Journal of Child Education], vol. 1, no. 1

Pages: 91-108

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Language: Korean

ISSN: 1226-2722

Article

A Study of the Teacher's Role in Montessori Program and Kamii Program / Montessori 프로그램과 Kamii 프로그램의 敎師役割에 관한 一考察

Publication: 유아교육연구 / Korean Journal of Early Childhood Education, vol. 4

Pages: 53-64

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Abstract/Notes: So far as the guideline is concerned, there are close resemblances of the teacher`s role emphasised in the Montessori program and that emphasised in the Kamii program. The role is summarized as follows. 1. The teacher should be the provider of the environment and the helper of the children. 2. The teacher should respect the voluntary actions of children. While the teacher`s roles are shown to be similar in both programs, her functions turn out to be different in each program. One of the roles of the teacher in the Montessori program is to provide the settled environment and to repair the damaged materials immediately. But she need not and should not introduce a new environment in addition to the existing environment. On the other hand, it is necessary for the teacher in Kamii program to provide a variety of ample environment and produce new environment during the process of Childrens activities. In the second role, the teacher in the Montessori program should take up the position of a complete non-interventor once the children concentrate on their work. The Montessori program puts emphasis on the principle on non-intervention of the teacher and lets the children realize and correct their errors. Likewise, the teacher in the Kamii program is not allowed to teach in front of the children. This program also encourages the children to experience many different ways of being `wrong`. The teacher intervenes occasionally but she should be very careful in the intervention, and the success depends on the development of children`s activities in consequence of such intervention, that is to say, the teacher should play a role of motivational stimulator. To conclude, we reconfirm that one cannot carry out the teacher`s role successfully in a specific program without a clear understanding of the basic principle and the purpose of the program.

Language: Korean

ISSN: 1226-9565, 2733-9637

Master's Thesis (M. Ed.)

Mise en perspective des convergences et des divergences entre les contenus liés au domaine psychomoteur du programme d'éducation préscolaire du Québec (1997) et du programme d'éducation préscolaire Montessorien.

Available from: Université du Québec à Montréal

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Abstract/Notes: Cette recherche avait pour objectif de mettre en perspective le programme préscolaire québécois (MEQ, 1997) et le programme préscolaire issu du modèle pédagogique montessorien (Pédagogie Scientifique, 1958), dans le but de dégager les similitudes et les particularités de leurs contenus liés au domaine psychomoteur. Une analyse globale des problèmes généraux liés à l'éducation préscolaire et un bref rappel du contexte actuel de l'éducation préscolaire au Québec et ailleurs, nous a permis de faire ressortir les infrastructures qui posent problèmes au niveau préscolaire et qui sont en interrelation constante à savoir: les besoins de l'enfant d'âge préscolaire, les objectifs des programmes qui leur sont destinés, les méthodes et techniques utilisées. Le mode d'évaluation des enfants au préscolaire justifie la problématique de recherche et la prise en compte de l'aspect psychomoteur dans cette recherche. Nous avons élaboré une grille d'analyse visant à dégager les contenus liés au domaine psychomoteur de chacun des programmes analysés. La comparaison des deux programmes nous a permis de faire ressortir de nombreux contenus portant sur la psychomotricité. Les résultats de la présente recherche ont permis de révéler l'existence de certaines divergences et convergences entre les éléments liés au domaine psychomoteur, soit par rapport à leur valeur sémantique, soit par rapport à l'échelle de valeur qui leur est accordée dans chacun des programmes respectifs. En outre, nous avons pu constater la pertinence du choix méthodologique que nous avons fait de recourir à une démarche inspirée de l'analyse systémique lors de la comparaison et de l'analyse des programmes en question. Autour de cette assise sont apparus des éléments que nous pouvons qualifier d'invariants: l'intervenant, l'enfant, la méthode, le matériel et les techniques d'enseignement, d'apprentissage et d'évaluation. Enfin le présent travail met en évidence la problématique toujours actuelle de l'intervention pédagogique au préscolaire et de l'application des programmes. Il ouvre aussi des avenues pour de possibles recherches quant à la problématique des contenus des programmes et de leur application, particulièrement au niveau préscolaire.

Language: French

Published: Montreal, Quebec, Canada, 2006

Article

A Program Checklist: Some Questions to Help Assess the Quality of Your Program

Publication: Public School Montessorian, vol. 1, no. 2

Pages: 5

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Danger Posed by Public Programs: Could Political Pressures Hurt Private as Well as Public Programs?

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 4, no. 2

Pages: 11

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Back Door Montessori: In Corpus Christi [Texas], the Montessori Program Was a Success Before Outsiders Knew It Was a Montessori Program

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 1

Pages: 1, 22-23

Public Montessori

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Language: English

ISSN: 1071-6246

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