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Doctoral Dissertation (Ed.D.)
Improving Montessori Teacher Effectiveness through a School-University Partnership
Available from: Wilmington University
Elementary education, Teacher education
Abstract/Notes: In an effort to improve the quality of education received by the nation’s children, research has been conducted to identify factors that contribute to student success. Research indicates that teacher training and credentials are related to higher student achievement. This paper explores the literature regarding teacher effectiveness and then compares practices of effective teachers with the training received by Montessori teachers. The results were used to identify a gap in the teacher-training program. This information was substantiated by data collected using an online survey. The survey also measured the percent of Delaware Montessori teachers who have their state teaching certification as well as their interest in a potential Montessori teacher education graduate program. With this information, a school-university graduate partnership was designed. The graduate program would result in educators becoming dual certified, both Montessori certified and state licensed and certified. This executive position paper advocates for the establishment of a school-university partnership between the Delaware Institute for Montessori Education (DIME) and the College of Education at Wilmington University for the purposes of creating a pathway to a graduate degree and dual certification for qualified Montessori educators.
Published: New Castle, Delaware, 2016
Doctoral Dissertations (Ed.D.)
The Impact of Montessori Practices
Available from: ProQuest Dissertations and Theses
Abstract/Notes: This mixed methods study examined the impact of School Y’s Montessori approach on their students’ academic achievement, perceptions of executive functioning skills, and the school’s culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y’s Montessori approach on students’ executive functioning were examined. The stakeholders’ perceptions of School Y’s culture were also identified. There were three main findings of the study: 1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, 2) executive functioning skills were attributed to student success, and 3) cultural practices included individual instruction, mastery, real-life learning, positive discipline, peace education, a strong sense of community, parent education and support, mindfulness in the classroom, and an emphasis on environment. Additional findings showed the NCE results of both the Stanford and the OLSAT were above grade level expectations across all grade levels and subjects. These results could be an indication that the Montessori approach used by School Y was preparing the students for success in the subjects assessed. The findings were inconclusive because there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT. However, their results were above grade level expectations across all grade levels and subjects.
Published: Nashville, Tennessee, 2017
Doctoral Dissertation (Ed.D.)
Strategies to Support Classroom Integration Among New Elementary Montessori Students: Qualitative Case Study
Available from: ProQuest Dissertations and Theses
Abstract/Notes: Elementary students transferring from traditional education classrooms to a Montessori school lack executive function skills (EFS) and struggle with academic performance and disrupt classes. The specific problem is the lack of strategies and support from school administrators to address an overwhelming number of new elementary Montessori students needing EFS improvement. The purpose of this qualitative exploratory case study was to explore teachers' and school administrators' perceptions of strategies to support teachers regarding EFS development among new Montessori students in grades first through sixth in a single Southwestern Montessori school. The theoretical framework was primarily Vygotsky's social constructionism. The research question involved: What are teachers' and school administrators' perceptions regarding strategies used to support teachers in developing EFS among new Montessori students in grades first through sixth in a Southwestern Montessori school? The sample included four administrators, eight classroom teachers, and four student support teachers. Individual semi-structured interviews were conducted, and 2 focus groups were employed: 1 for administrators, and a separate 1 for teachers/support personnel. Findings indicated the need for improved vetting of potential students during the admission process, additional classroom resources, and improvements to the parental education module. Future research is needed to explore the potential for an issue-based strategic planning model to foster collaboration between school administration and teachers.
Published: Phoenix, Arizona, 2023
Islamic Religious Education in Montessori Preschool
Available from: European Union Digital Library
International Graduate Conference in Islam and Interdisciplinary Studies (IGCIIS)
Abstract/Notes: This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orch
Published: Matarma, Lombok, Indonesia (Oct 19-20, 2022): EAI, May 26, 2023
Pages: 9 p.
Implementation of Early Childhood Learning with the Montessory Method in TK IT Cendikia Purwakarta
Available from: State Islamic University of Prof. K. H. Saifuddin Zuhri
Publication: International Journal of Early Childhood Community Learning, vol. 1, no. 1
Abstract/Notes: Montessori is a teacher's method in facilitating students to explore their abilities and environment. Children are given the freedom to recognize their respective potentials by practicing at will and promoting independence in learning. The purpose of this study was to determine the application of learning with the Montessori Method in TK IT Cendikia and to find out the things supporting and inhibiting the Montessori method. The research method uses descriptive qualitative data collection through interviews, observation and documentation. The results of the study indicate that the implementation of the Montessori method in TK IT Cendikia has been carried out properly starting from planning with the design of the Daily Program (RPPH), Weekly Program (RPPM), Semester Program (PROMES) and Annual Program (PROTA), implementation of learning using the Montesssori method. , and evaluation of learning. The implementation of the Montessori method in Cendikia IT Kindergarten shows a fairly good implementation which is marked by the development of cognitive, affective, and psychomotor aspects of children
Psychology within Montessori pedagogy – theory and practice
Available from: dLibra
Publication: Pedagogika, vol. 27, no. 2
Abstract/Notes: In this paper titled Psychology within Montessori pedagogy – theory and practice the authors elaborate a current topic of access to upbringing and education, a theme that encompasses both psychology and pedagogy. Based on her experience as an assistant professor on the subject Educational anthropology and her experience as a pedagogue at a private preschool, which follows a Montessori approach, author Topic provides a theoretical approach to upbringing and education in the educational sector in the city of Mostar. Despite it being a review of a single city, the patterns and behaviors observed can be found in any other place or a city.By nurturing an individual approach to each child and taking into account their needs, children are encouraged to study by themselves, therefore allowing and supporting them to develop self confidence and self actualization. The example given is taken from a kindergarten provides an overview of practices which encourage the child towards healthy growth and development into a confident young people who will be able to form and make good choices in life.Through practical psychology, author Colak, provides us with an answer to the question why is all that important. Through her experiences in work with young people who suffer from consequences of, among other things, an inadequate approach to upbringing and education in their younger age.And to answer why this is important, psychology might have some cues. Author Čolak from her work experience with young people at Psychiatry Clinic in Mostar considers consequences that (according to literature, theory and practice) have some causes in upbringing approach at an earlier age and which behaviors were/are reinforced through evaluation systems and early messages from adults. Working with young people, author Čolak presents case study of female student with extremely low self-esteem and extremely high perfectionism in cognitive-behavioral therapy process. We discuss how and why those are so immensely pathologically connected. Some risk factors (following bio-psycho-social model of illness/wellness) are connected with psychological and social context. Thus, by educating parents and educators so we may have chance to improve mental health of children and later adults.As a conclusion, co-operation and multidisciplinary approach is suggested. Education, psychotherapy and prevention have much in common. Montessori approach is not the only one which deals with it, but in its foundations holds the bases to help us to react in time, both as a profession and as humans too. / W artykule niniejszym autorki odnoszą się do aktualnego problemu dostępu do wychowania i kształcenia, obejmującego zarówno psychologię, jak i pedagogikę. Opierając się na swoim doświadczeniu w zakresie antropologii edukacyjnej oraz jako pedagoga w prywatnym przedszkolu pracującym w oparciu o podejście M. Montessori, Kristina Topić zapewnia teoretyczne podejście do wychowania i edukacji w sektorze edukacyjnym w Mostarze (Bośnia i Hercegowina). Pomimo tego, że tekst dotyczy jednego miasta, zaobserwowane wzorce i zachowania można znaleźć w każdym innym miejscu. Pielęgnując indywidualne podejście do każdego dziecka i biorąc pod uwagę jego potrzeby, zachęca się je do samodzielnego uczenia się, umożliwiając i wspierając w rozwijaniu pewności siebie i samorealizacji. Podany przykład, pochodzący z przedszkola, zawiera przegląd praktyk, które zachęcają dziecko do prawidłowego rozwoju, aby stać się ludźmi, którzy będą w stanie tworzyć i dokonywać dobrych wyborów w życiu. Poprzez psychologię praktyczną, Iva Čolak, formułuje odpowiedź na pytanie, dlaczego wskazane wyżej praktyki są tak ważne. Poprzez swoje doświadczenia w pracy z młodymi ludźmi, którzy cierpią z powodu popełnianych błędów w wychowaniu i kształceniu. W celu odpowiedzi, dlaczego indywidualizacja podejścia, samodzielność w uczeniu się i wspieranie w rozwoju są ważne, psychologia może dostarczyć pewnych interpretacji. Iva Čolak z perspektywy swojego doświadczenia w pracy z młodzieżą w Klinice Psychiatrii w Mostarze rozważa konsekwencje, które (zgodnie z teorią i praktyką) mają pewne przyczyny w podejściu do wychowania młodych ludzi oraz w zachowaniach, które zostały (bądź są) wzmacniane poprzez systemy oceniania i wczesne informacje zwrotne od dorosłych. Pracując z młodzieżą, przedstawia ona case study studentki o skrajnie niskiej samoocenie i niezwykle wysokim perfekcjonizmie będących przedmiotem terapii poznawczo-behawioralnej. Omówione zostało, jak i dlaczego te zjawiska są powiązane. Niektóre czynniki ryzyka (zgodnie z biopsychospołecznym modelem choroby / dobrego samopoczucia) są powiązane z kontekstem psychologicznym i społecznym. W ten sposób, poprzez edukację rodziców i wychowawców, możemy mieć szansę na poprawę zdrowia psychicznego dzieci i dorosłych. Podsumowując, Autorki sugerują współpracę i interdyscyplinarne podejście. Edukacja, psychoterapia i profilaktyka mają ze sobą wiele wspólnego. Podejście Montessori nie jest jedynym, które zajmuje się relacjami między tymi pojęciami, ale w jego fundamentach znajdują się podstawy, które pomagają reagować na czas.
The relationship between spatial form of interior learning space and children behavior
Available from: AIP Conference Proceedings
Publication: AIP Conference Proceedings, vol. 2560, no. 1
Date: May 22, 2023
Pages: Article 020020
Abstract/Notes: Schools as a microsystem are a critical part of a child’s life at every stage of development. School building research demonstrates that attributes of the facility are linked to critical student outcomes (Maxwell, 2018a). Kindergarten space is one of the key interiors where children spend most of their time out of their homes. Children need a physical environment presenting rich opportunities where they can discover experiences, and stimulate their senses (Yalçın, 2017). This research is generated from the question for the interior design of the earning environment affects the children’s development. To be more precise, which elements affect children’s cognitive development. The theories that dealt with this idea clarified disconnected analysis which produces a knowledge gap. The problem statement of the research is represented by the lack of knowledge that is concerned with the effect of spatial forms in the learning environment on cognitive development. The study came up of researching the characteristics and role of spatial form, including identifying key factors from spatial forms and their visual perception, in creating the physical environment of classroom interior space in-depth to analyze its influence on childrchildren’stive development from 3 to 5 years ago. Document analysis has been applied as the main method of this study. from seven preschools (three Montessori preschools, one Reggio Emilia preschool, one Pikler preschool, and others (Audrey Migliani, 2020, 2021). The designs will be analyzed and summarized to analyze spatial forms which are selected by architects and designers in designing preschool spaces as well as their influences on children’s behavior. Finally, the result of this study could provide educators and designers with significant insight to design priorities of the physical classroom environment of early children space.
Nature-Based Education in the Light of Montessori Philosophy: Meaning, Principles and Practices
Available from: European Journal of Alternative Education Studies
Publication: European Journal of Alternative Education Studies, vol. 8, no. 1
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Nature education
Abstract/Notes: The subject of the article is the role of nature in learning as an essential part of the Montessori Philosophy in early childhood education. This article highlights the use of nature-based activities within Montessori’s pedagogical perspective for including content about the natural world in early childhood settings. In this paper, it is aimed to increase the awareness of learning through nature on child development and to disseminate nature-based practices used in line with the Montessori approach in preschools. Firstly, the role of nature as an educational tool is described, followed by an understanding of nature pedagogy and its educational value according to Maria Montessori. Additionally, the article reviews the implementation of nature-based learning activities as an integral part of the educational work in Montessori schools. In this educational stream, nature-related work stands as the main methodical means for early childhood education and supporting the development of children. Nature in itself serves as a kind of special resonance and restorative effect that can help children understand the world and impart meaning to their lives. Subsequently, recommendations for nature-based practices that can be applied in preschools were presented in light of the Montessori philosophy. Article visualizations:
Eksistesialisme Menurut Maria Montessori Dalam Pendidikan Anak Usia Dini [Existentialism According to Maria Montessori in Early Childhood Education]
Available from: Universitas Nahdlatul Ulama Purwokerto (Indonesia)
Publication: Jurnal Tumbuh Kembang Anak Usia Dini [Journal of Early Childhood Development], vol. 1, no. 1
Early childhood care and education, Early childhood education, Existentialism, Maria Montessori - Philosophy, Montessori method of education
Abstract/Notes: Little humans have great potential, develop optimally by involving teachers, parents and children. Teachers and parents contribute to early childhood education (PAUD) services applying various lessons and curricula according to their basis. In this study, it examines the idea of existentialism according to Maria Montessori in Early Childhood Education. This study used a library research method which refers to the data sources on Montessori existentialism in early childhood education. Research is empirical and theoretical by examining theories on objects and phenomena that are the focus of research from rational expressions of ideas. The results of the study describe the thoughts of children that have an impact on the training of daily life skills, sensory training, and children's language development. then in the concept of PAUD existentialism according to Maria Montessori emphasizes learning and curriculum through children's experiences that naturally involve the roles of teachers, students, and parents. The impact of Montessori existentialist thinking is respect for the child, the mind that absorbs the child, and the environment that is ready. This has an impact on the substance of Montessori-based existentialism.
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49
Asia, East Asia, Inclusive education, Japan, Montessori method of education
Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
African Harmony [Durban, South Africa]
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Theosophical School in South Africa; A Letter from the General Secretary
Available from: International Association for the Preservation of Spiritualist and Occult Periodicals (IAPSOP)
Publication: Theosophical Messenger, vol. 20, no. 6
Date: Jun 1932
Africa, Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa, Theosophical Society, Theosophy
Abstract/Notes: "I wish to let you know of a [Theosophical Society] educational activity started in Pretoria in charge of our member, Miss E. J. Clarke, Higher Froebel Certificate, and one with a wide experience both in this country and in England. A charming house has been taken, surrounded with beautiful gardens. Here Miss Clarke is conducting a Montessori school for small children..."
Winds of Change [The Willows school, Bordeaux, South Africa]
Publication: Montessori Education, vol. 8, no. 6
An Analysis of Early Childhood Development Programmes in South Africa
Available from: University of South Africa - Institutional Repository
Africa, Comparative education, Montessori method of education - Evaluation, South Africa, Southern Africa, Sub-Saharan Africa
Abstract/Notes: This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which the quality of programmes could be assessed. The need for, and importance of, providing quality early childhood development programmes is highlighted. The influence of educational pf:lilosophies on programmes is recognised, hence the total development of the child and educational philosophies related thereto are discussed. Factors and components within programmes that contribute to high quality are explored. Moreover, criteria by means of which quality early childhood development programmes may be assessed, are provided. In this regard criteria for the formulation of aims, selection and the organisation of content, assessment, role of the teacher and parent involvement in programmes are suggested. It is against these criteria that selected early childhood development programmes in South Africa are described and analysed. programmes conclude the study.
Published: Pretoria, South Africa, 1996
The Montessori Home School, Rondebosch, South Africa
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1
Africa, Constance Marriott - Biographic sources, South Africa, Southern Africa, Sub-Saharan Africa
Abstract/Notes: Includes mentions of: Mrs. Leigh; Miss Constance Marriott; "Mrs. Leigh persuaded Miss Marriott to come out to South Africa, and in Ocxtober 1916, the first Montessori School was started in this sub-continent"; "The Home School comprises thge Montessori Garden Day School of 40 pupils and the Children's Hostel (the first of it's kind in South Africa), which can accommodate 20 children, from 2 years of age to 10 for boys and 12 for girls."
Montessori in South Africa: The Challenge, the Dream, and the Promise
Publication: NAMTA Journal, vol. 24, no. 1
Africa, North American Montessori Teachers' Association (NAMTA) - Periodicals, South Africa, Southern Africa, Sub-Saharan Africa
Abstract/Notes: Discusses the history of the Montessori movement in South Africa. Outlines the contributions and learnings from Montessori's 21 years in South Africa. Asserts that Montessorian actions in Africa have relevance to Montessori internationally. (JS)
Multigrade Teaching: A Review of Selected Literature and Implications for Teacher Education and Training in South Africa
Africa, Nongraded schools, South Africa, Southern Africa, Sub-Saharan Africa
Published: [S.I.], 2008
Montessori in South Africa: An Overview of Needs and Development
Africa, Montessori method of education, South Africa, Southern Africa, Sub-Saharan Africa
Published: [S.I.], 1995
Exploring South African preschool teachers’ roles and responsibilities with executive functions
Available from: AOSIS Publishing
Publication: South African Journal of Childhood Education, vol. 12, no. 1
Pages: Article 1141 (9 pages)
Africa, Early childhood care and education, Executive function, Montessori method of education, Preschool education, South Africa, Southern Africa, Sub-Saharan Africa, Teachers
Abstract/Notes: South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment – these include having challenges to follow instructions, work autonomously or focus on a task. The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual’s cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically. The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.
From Infancy to Graduate School: A Sustainability Institute for All Seasons in South Africa
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Africa, South Africa, Southern Africa, Sub-Saharan Africa, Sustainability
ISSN: 2215-1249, 2772-7319