Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Abstract/Notes: Elly McCarthy is a teacher at Pacific Crest School, a Montessori school in Ballard. RadioActive’s McKenna Kilayko talked with Elly about practicing empathy-based communication and interaction in the classroom.

Language: en

Published: 2023-03-21T11:39:37.000-07:00

Abstract/Notes: Teachers and directors of early childhood education and care (ECEC) centres in Quebec have to conform to provincial guidelines when implementing their educational programme. Those in centres that identify as Montessori are simultaneously faced with the sometimes-conflicting directives of the Montessori method and Ministry guidelines. This dissertation responds to the dilemma of facing such a dual frame of reference. I report the results of an investigation which explores the beliefs and reflections on the experiences of teachers and directors in four ECEC centres that identify as Montessori in the province of Quebec. Based on a review of the literature, I designed a mixed method project with two related studies. Study 1 was a questionnaire targeted towards Ministry-recognized centres in the province of Quebec that identify as Montessori. Results from this initial study helped to paint the current landscape with data collected from 25 Montessori-inspired centres in the province, and also provided a source for recruitment of potential participants for Study 2. The second study was a deeper investigation, which used a qualitative design to explore the beliefs of teachers and directors from four individual centres that identified as Montessori. The study explored teacher and director beliefs about their implementation of the Montessori method and of Quebec’s educational programme. This was pursued through the use of questionnaires, interviews, and document reviews that provided rich descriptions of the phenomenon under study. Thematic analysis of the data led to five core themes, which emerged inductively from facing the dual frame of reference, namely: each child is unique, pedagogical approaches promoting children’s learning and development, teacher’s role in promoting children’s learning and development, parent’s role in promoting children’s learning and development, and challenges faced in promoting children’s potential. However, besides the noted similarities in beliefs, variations and contradictions also appeared. The results indicate that distinctions in beliefs - both among participants and within centres - emerged particularly around the notions of free play, pretense, creativity, and parental involvement. On this basis, further research is recommended to explore the effects of such suggested inconsistencies in Montessori programme implementation on both practical and scholarly platforms.

Language: English

Published: Montreal, Quebec, Canada, 2022

Abstract/Notes: Prior to this qualitative descriptive study, it was not known how Montessori teachers of adolescents describe using technology and its influence on thematic learning and student citizenship in the United States. The Montessori adolescent learning theory does not address technology use, but educational technology is now ubiquitous. Using interviews, a focus group, a questionnaire, and classroom artifacts, the researcher thematically analyzed data from 11 participants and found ten themes (Theme number in parenthesis) which indicated Montessori teachers use technology with their adolescent students to inspire citizenship by using technology (1) to teach life lessons, (2) in their microeconomy program, and (3) in service learning; in thematic learning (4) with individual students, (5) with groups of students, and (6) to support the teaching of non-technology lessons; yet (7) teachers struggle to balance technology use and the Montessori emphasis on work of the hand, especially given the lack of guidance from AMI and AMS on how to incorporate technology into the adolescent environment. Teachers rely upon their (8) cultivated relationships with students and the strong Montessori adolescent community to mitigate the dangers of communicating online and by being aware of student mental health. This research found (9) the Covid pandemic response meant cancellations, changes, and modifications to traditional activities. This research found (10) technology can be used in the Montessori adolescent environment to foster interested, engaged students working creatively to produce outstanding work that leads to a sense of valorization for the student.

Language: English

Published: Phoenix, Arizona, 2021

Abstract/Notes: Often considered dumping grounds for those who cannot function in mainstream schools, alternative education providers are seen as outliers in the provision of schooling. With schools as relatively stable workplaces, alternative education provision makes for a rich laboratory to further our understanding of the causal impact of schooling on a range of outcomes. They are naturally occurring experiments in schooling through interventions in instruction, curriculum and student cohort. Montessori school-based education in Australia is one such case. Experiencing a 31% growth in enrolments since 2009, they offer useful insights for different measures of education. A pre-requisite to such insights is a situational analysis of current provision. Drawing on an interview-based study with 20 Montessori school leaders, this investigation identified three problems and possibilities for schools working on the margins: i) clarity about what is their distinctive form of education; ii) building the collective; and iii) evidencing quality of provision.

Language: English

DOI: 10.1080/0305764X.2023.2189228

ISSN: 0305-764X

Abstract/Notes: Artykuł stanowi sprawozdanie z badania jakościowo – biograficznego zrealizowanego wśród dwóch grup uczestników biorących udział w kursach Montessori. Podstawowym celem badania była analiza znaczeń nadawanych zmianie. Pytanie badawcze sformułowano następująco: Jak uczestnicy kursu Montessori (6-12) tematyzują swój proces transformacji? Artykuł podejmuje kwestię zmiany edukacyjnej w kontekście wiedzy milczącej oraz teorii osobistych a następnie opisuje procedurę gromadzenia i analizy danych z dwudziestu pięciu pogłębionych, jakościowych wywiadów indywidualnych, które następnie poddano analizie zgodnie z opisanymi przez Kvale siedmioma krokami. W rezultacie analiz udało się zidentyfikować i opisać dwie główne kategorie: radykalną transformację oraz korektę biograficzną. W końcowej części artykułu autor, w kontekście zebranego materiału zwraca uwagę na ograniczone możliwości narzucania zmiany w edukacji i – podążając za głosami uczestników badania rekomenduje pożądane warunki do zaistnienia potencjalnych zmian: tworzenie nauczycielom warunków wolności do podejmowania decyzji i tworzenia autorskich rozwiązań dydaktycznych, demokratyzacja sfery związanej z edukacją oraz wspieranie poczucia godności wśród nauczycieli.

Language: Polish

DOI: 10.35765/eetp.2023.1868.05

ISSN: 2353-7787