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A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement
Available from: Bethel University - Institutional Repository
Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.
Published: St. Paul, Minnesota, 2023
A utilização do Método Montessori como ferramenta para contribuição do desenvolvimento socioemocional na primeira infância / The use of the Montessori Method as a tool to contribute to early childhood socio-emotional development
Available from: European Publications
Publication: Cuadernos de Educación y Desarrollo, vol. 15, no. 9
Abstract/Notes: When intrapersonal conflicts are observed in the resolution of everyday setbacks in most children who are experiencing early childhood (2 to 6 (two to six years)), there was a need to elaborate this research in order to find ways that can contribute to the processes of building socio-emotional knowledge. Therefore, we want to analyze whether and how the Montessori Method can contribute to this development of the subject when it needs to resolve conflicts. In view of this, the application of the Montessori method may be a methodology capable of helping to alleviate, or even to resolve, the problem. This method seeks to make children more independent as to the mastery of their emotional and social stability. The general objective of this article is to analyze the contribution of the Montessori Method to the independence of children, in the area of their socio-emotional aspects. The specific objectives are: to clarify what intrapersonal conflicts are and to exemplify situations; to understand the Montessori Method when it comes to autonomy and independence in childhood and to ratify the contribution of the method to socio-emotional development. The sequence of discussion sessions of the article deals with subjects that can clarify the aforementioned objectives, which are called: Intra-personal conflicts and example of situations; Montessori method - autonomy and independence of children and contribution of the Montessori method to socioemotional development in early childhood. The methodology used for this research is qualitative and bibliographic, since concepts and reflections that already exist on the theme will be analyzed. The expectation of the authors is that adults who read this article can promote actions and behaviors that contribute to the independence and autonomy of children, mainly in relation to the domain of emotional stability, so that children learn to deal with their intrapersonal conflicts in a natural, reflective, calm and direct way; demonstrating the possible contribution of the method in the maturation of this domain. / Ao serem observados conflitos intrapessoais na resolução de contratempos cotidianos em grande parte das crianças que estão vivenciando a primeira infância (2 a 6 (dois a seis anos)), houve a necessidade de elaborar esta pesquisa a fim de encontrar maneiras que possam contribuir para os processos de construção de conhecimentos socioemocionais. Portanto deseja-se analisar se, e como, o Método Montessori pode contribuir para este desenvolvimento do sujeito quando este necessita resolver conflitos. Em vista disso, a aplicação do Método Montessori pode ser uma metodologia capaz de contribuir para amenizar, ou até mesmo, para uma possível resolução da problemática. Este método procura tornar as crianças mais independentes quanto ao domínio de suas estabilidades emocionais e sociais. O objetivo geral deste artigo consiste em analisar a contribuição do Método Montessori para a independência das crianças, quanto ao domínio dos seus aspectos socioemocionais. Quanto aos objetivos específicos destaca-se: esclarecer o que são os conflitos intrapessoais e exemplificar situações; compreender o Método Montessori quando se trata de autonomia e independência na infância e ratificar a contribuição do método para o desenvolvimento socioemocional. A sequência de sessões de discussão do artigo trata de assuntos que possam esclarecer os objetivos supracitados, os quais são denominados: Conflitos intrapessoais e exemplo de situações; Método Montessori – autonomia e independência infantil e contribuição do Método Montessori para o desenvolvimento socioemocional na primeira infância. A metodologia utilizada para esta pesquisa é qualitativa e bibliográfica, pois serão analisados conceitos e reflexões que já existem a respeito do tema. A expectativa das autoras é que os adultos que lerem este artigo possam promover ações e condutas que contribuam para a independência e autonomia das crianças, principalmente, com relação ao domínio da estabilidade emocional, para que as crianças aprendam a lidar com seus conflitos intrapessoais de maneira natural, reflexiva, calma e direta; demonstrando a possível contribuição do método na maturação deste domínio.
Exploring New Approaches to Youth Sports Programs: Montessori Motor Development
Available from: Taylor and Francis Online
Publication: Journal of Physical Education, Recreation & Dance, vol. 94, no. 7
Abstract/Notes: Children are being introduced to organized sports programs at younger ages today. The first experience sets the stage for how they may view their physical competency and acceptance within a group. In these experiences, frequently, the coach is a well-intended parent who may not have any background in coaching or physical education training. Dr. Maria Montessori is widely known for her contributions to experiential learning for young children. Although Montessori addressed motor development through her pedagogical approach, it is rarely associated with physical education or sports. This article aims to provide some insight to educators, physical education teachers, coaches, and parents with an alternative approach to sport introduction through a Montessori theoretical lens which may allow children to develop a love for physical activity and/or future athletes.
Montessori Educational Thought and Its Implications for Family Education
Available from: Clausius Scientific Press
Publication: Applied & Educational Psychology, vol. 4, no. 8
Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.
Investigating the Effect of Cognitive Rehabilitation on the Memory Improvement of Patients With Alzheimer
Available from: University of Social Welfare and Rehabilitation Sciences (Iran)
Publication: Iranian Rehabilitation Journal, vol. 21, no. 2
Date: Jun 2023
Abstract/Notes: Objectives: Alzheimer's is the most prevalent cognitive disturbance, with a high spread among the elderly. The current research aims to investigate the impact of cognitive rehabilitation on the memory improvement of Alzheimer's disease patients. | Methods: The current research used a semi-experimental design with pre-test and post-test designs. The statistical population in Baghdad in 2021 included 60 patients with Alzheimer's illness, all considered a statistical sample and separated into two experimental and control groups (30 people in each group). The patient's cognitive abilities were assessed prior to the intervention (pre-test), straightly after the intervention (post-test), and two months later (follow-up). The experimental group had twenty-eight 45-minute sessions of training based on the Montessori Method (two sessions per week). The data were analyzed in SPSS version 19 using the independent t-test and repeated measures analysis of variance (ANOVA). The results have a P-value of less than 0.05. | Results: The findings of the independent t-test demonstrated that there is no significant differ between the scores of the both groups during the pre-test stage (P>0.05) but that this difference is significant during the post-test and follow-up stages (P<0.001). In addition, the findings of repeated measures ANOVA indicated a significant differ between the both groups' mean scores in post-test and follow-up (P<0.001). | Conclusion: Cognitive rehabilitation can help patients with memory disorders and positively affect their memory performance.
ISSN: 1735-3602, 1735-3610
Learning by Heart or with Heart: Brain Asymmetry Reflects Pedagogical Practices
Available from: MDPI
Publication: Brain Sciences, vol. 13, no. 9
Abstract/Notes: Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.
"Follow Your Heart": Heart-to-Brain-Driven Interplay Relates to Self-Congruency
Available from: Research Square
Abstract/Notes: When emotions, thoughts, and actions align, this is referred to as “self-congruency”. Therefore, this study aimed to determine how temporal covariance of the heart and brain signals were related to self-congruency. Thirty-eight healthy adults underwent functional magnetic resonance imaging to obtain neural markers of variability, whereas heart rate variability (HRV) was measured using photoplethysmography. Participants were also asked to report their level of self-congruency with a graphic rating scale. A cross-covariance analysis (CCA) was performed to assess the temporal covariance of signals arising from both organs, which was then correlated with self-congruency scores. Overall, the CCA results revealed brain-to-heart-driven interplay in brain regions involved in the neurovisceral integration model (e.g., ventromedial prefrontal cortex) and in emotion regulation (e.g., anterior cingulate). However, higher self-congruency scores were related to heart-to-brain-driven interplay in brain regions involved in emotion regulation and empathy. Together, the present findings suggest that, while global brain-to-heart-driven interplay occurs on average, it is heart-to-brain-driven interplay that reflects higher self-congruency. Given the impact of heart-brain interplay and self-congruency on mental health, further investigations on each concept could be interesting in developing tools for early intervention.
Published: Aug 30, 2023
The Effects of Mild but Chronic Stress at School on Brain Development: A Comparative Morphometric Study Between Traditionally and Montessori-schooled Children
Available from: Research Square
Abstract/Notes: While many children suffer from stress due to school-related factors, some alternative schooling systems, such as the Montessori pedagogy, emphasize stress-free learning environments (e.g., no grades, no tests, peer-peer learning). This study compared brain markers of stress, i.e., hippocampus, amygdala, and medial prefrontal cortex (mPFC) volumes, as a function of school experience. A cross-sectional comparative morphometric study was run between 45 traditionally schooled children and 44 Montessori-schooled children (3-12 years). While both groups were comparable in terms of cognitive abilities, socio-economic environment, and anxiety levels, volumetric values within their hippocampus and their mPFC differed. While there was hippocampal growth across development for all participants, there was a higher gain for Montessori-schooled children. Furthermore, female traditionally schooled children showed a loss in hippocampal and mPFC volume across age, while female Montessori-schooled children showed a gain. It seems that traditional pedagogical approaches induce mild but chronic stress, affecting underlying brain structures.
Published: Jun 22, 2023
Archival Material Or Collection
Grace Gallatin Seton-Thompson papers
Abstract/Notes: The collection includes biographical articles and clippings, correspondence, published writings and typescripts, memorabilia, notes, photographs, and organization files. Correspondence (1903-40) pertains to her travels, publications, and involvement in feminist and social organizations. Organizational files include minutes, agendas and reports relating to the International Council of Women (1915-26),the National Council of Women, and the Montessori Education Association of New York. Her work for the International Writers Conclave (Chicago, 1933) brought occasional correspondence from women authors around the world. Typescripts of articles and addresses including an essay on Chinese medicine and information on Dr. Mary Stone, medical missionary, China (n.d.). Material related to her world travels includes writings, correspondence, travel literature, maps and notes. Individuals represented include May Wright Sewall, Mary Eleanor Wilkins Freeman, Lena Madesin Phillips, and Kate Douglas Smith Wiggin.
The Urgent Need for an Early Years Workforce Strategy
Available from: MAG Online Library
Publication: Early Years Educator, vol. 24, no. 3
Date: Oct 2023
Abstract/Notes: Statistics published by the DfE in July show the proportion of staff working in the the early years sector with a relevant early years qualification has fallen since 2020. Dr Nathan Archer, director of the International Montessori Institute, outlines his thoughts on how the government could tackle the recruitment and retention crisis and the need for a workforce strategy.
ISSN: 1465-931X, 2052-4617
Rabindranath Tagore und Maria Montessori [Rabindranath Tagore and Maria Montessori]
Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]
Published: Münster, Germany: Lit, 2002
Series: Impulse der Reformpädagogik , 7
L'École de Rabindranath Tagore à Santiniketan [Rabindranath Tagore School in Santiniketan]
Available from: Université Caen Normandie
Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 7, no. 38
Date: May 1928
Educational Ideas and Practices of Rabindranath Tagore and Maria Montessori: A Comparative Analysis
Available from: Shodhganga: Indian Theses
Asia, Comparative education, Education - History, Education - Philosophy, India, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Rabindranath Tagore - Biographic sources, Rabindranath Tagore - Philosophy, South Asia
Abstract/Notes: Rabindranath Tagore and Maria Montessori were two great educationists of the two continents of the world. This study compared the ideals and practices of both these pioneers in the field of education. The objectives of the study were to analyze the similarities and differences in the educational philosophies of Rabindranath Tagore and Maria Montessori, to study the aims, curriculum and methods of education as propounded by them and to find out the relevance of their educational doctrines in the present day education system. Methodology: A philosophical and historical research was conducted by the researcher. The data were collected from the various primary and secondary sources. The collected data were analyzed by ensuring the internal and external criticism of the various sources. Findings of the Study: Tagore and Montessori’s educational thoughts were inspired by the static conditions of the then prevalent traditional educational systems. Their pedagogical approaches stressed on the needs and interests of the child. Rabindranath Tagore’s approach towards evolution of an educational philosophy was his vision as a poet and his institution was an extension of his work of art. Maria Montessori’s educational theory was based on science and her institution was a pedagogical laboratory for her. Rabindranath Tagore’s poetic vision enabled him to devise a unique learning environment at Santiniketan based on the concept of ancient Indian ideals. Rabindranath asserted his mission to promote global peace and universal brotherhood through the creation of Visva-Bharati. Through Sriniketan Tagore tried to address the needs of rural India. Maria Montessori through scientific observation evolved learning materials in a classroom environment that fostered children’s natural desire to learn from ‘Children’s House’. She developed the Montessori Method, which was eventually adopted throughout the world. Living through the years of violent war and political upheaval, also inspired her to espouse the cause of peace education. The conclusion that the researcher could draw from the study was that though the educational practices of both these educators were different, there are many parallel ideas in their educational ideals and thoughts. Their innovative methods of teaching are still relevant in the present day education.
Published: Kolkata, India, 2017
Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education
Available from: Springer Link
Abstract/Notes: Tagore started a school in 1901 and in 1918 he wrote, ‘…the Santiniketan School should form a link between India and the world…the epoch of narrow nationalism is coming to an end…. The first flag of victory of Universal Man shall be planted there’. This was the beginning of Visva-Bharati that finally encapsulated the school and university with its many programmes and courses under one unique integrated system. The university was a logical progression in his philosophy of education. The central idea of the university was for the east to offer to the west the best of its wealth and take from the west its knowledge. This was indeed a novel idea as the country was yet to have its own full-fledged universities. Tagore envisioned the university as the seat for research that would generate and also dispense knowledge. Tagore established the university in Santiniketan where he had founded his school. He wanted the university to offer education that was enmeshed with the Indian way of life so that knowledge grew out of the culture, society, history, literature, geography, economy, science and flora and fauna of the country. From this sense of nationalism, we see Tagore evolving into an internationalist based on equal terms of fellowship and amity between the east and the west. He shared his quest for such a centre of learning with the ideas of several noted international pedagogues. Tagore saw world problems and national interests as interrelated, and he felt that internationalism was the inner spirit of the modern age.
Published: Cham, Switzerland: Springer International Publishing, 2014
Series: SpringerBriefs in Education
Homage to Dr. Rabindranath Tagore
Publication: The Theosophist, vol. 63, no. 1
Date: Oct 1941
La enseñanza Montessori en la India - Escuela de Rajghat en Benares (fundada por la Sociedad Teosófica de la India, inaugurada por Rabindranath Tagore)
Available from: ARCA. Arxiu de Revistes Catalanes Antigues
Publication: Montessori: Revista Mensual Ilustrada, vol. 1, no. 3
Date: Mar 1935
Abstract/Notes: This article is preceded by a photograph of Rabindranath Tagore with a dedication note by Tagore referencing his meeting with Maria Montessori. The article is accompanied by photographs of children involved in Montessori activities.
ISSN: 2604-8167, 2604-8159
Education for Tomorrow: The Vision of Rabindranath Tagore
Available from: Taylor and Francis Online
Publication: Asian Studies Review, vol. 40, no. 1
Abstract/Notes: This article investigates Rabindranath Tagore’s educational vision, which underpinned the three institutions he set up in India – Santiniketan (1901), Visva-Bharati (1921) and Sriniketan (1922). It argues that this vision is still relevant for the world of today and tomorrow, and that it should be taken into account in designing any educational model for the future. Tagore rejected the modern mechanical learning that focuses merely on cultivation of the individual’s mind, in favour of learning that encourages the creativity, imagination and moral awareness of students. He believed that education should be not for mere “success” or “progress” but for “illumination of heart” and for inculcation of a spirit of sympathy, service and self-sacrifice in the individual, so that s/he could rise above egocentrism and ethnocentrism to a state of global consciousness or worldcentrism. In pursuing this argument, I refer to Tagore’s letters, lectures, interviews and essays, both in Bengali and in English, a body of his short stories, his novel The Home and the World and his allegorical poem “Two Birds”. I also explain his awareness of the educational movements of his time in the West, and draw brief parallels with selected Western luminaries in the field, such as Plato, Montaigne, Rousseau and John Dewey. My contention is that although some may dismiss Tagore’s educational principles as “rickety sentimentalism” in a world that is palpable and real, his ideas of human fellowship, unity and creativity, and kinship for nature seem irrefutable with the rise of multiculturalism and the looming ecological crisis threatening world peace.
Editorial [Montessori and Rabindranath Tagore]
Publication: Around the Child, vol. 6
Der Friede als transkultureller Weg: Montessori - Gandhi - Tagore
Book Title: Maria Montessori und der Friede
Published: Freiburg im Breisgau, Germany: Herder, 2007
ISBN: 978-3-451-32059-0 3-451-32059-2
Ideals of Education: Dr. Tagore's Address at Benares
Available from: ProQuest Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Dec 4, 1934
Abstract/Notes: A report about Dr. Rabindranath Tagore's address performed at the opening ceremony of the Theosophical Montessori School in Benares on December 3, 1934.