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436 results

Master's Thesis (M.A.)

Dealing with Diversity: Administrator, Teacher and Parent Perceptions of the Responsiveness of Montessori Schools to Racial and Ethnic Diversity

Available from: American Montessori Society

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Language: English

Published: Chicago, Illinois, 2012

Article

Metode Montessori: Implikasi Student-Centred Learning terhadap Pekembangan Anak di PAUD [The Montessori Method: Implications of Student-Centred Learning on Child Development in PAUD]

Available from: Jurnal Obsesi

Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 7, no. 3

Pages: 2961-2976

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.

Language: Indonesian

DOI: 10.31004/obsesi.v7i3.3323

ISSN: 2549-8959

Master's Thesis (Action Research Report)

The Effects of Peer Collaboration on Students’ Writing Skills and Their Attitude Towards Writing in a Hybrid Montessori Classroom of Second and Third Grade Students

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

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Abstract/Notes: The purpose of this technology-integrated research is to understand the effects peer collaboration has on students writing skills on 2nd and 3rd graders in a virtual setting. The research took place over five weeks in a lower elementary classroom in a private Montessori school in New England area. The population included 18 students ages 8 to 9. Students participated in a 5-week intervention process, working in groups of 3 on peer collaboration, sharing ideas, and creating group written work. The findings indicate an overall beneficial effect on children’s attitude towards writing, leading to better writing skills and communication skills. Collaborative writing in a technology-integrated platform positively impacted students’ typing skills. Continued research is necessary to assess additional domains such as cognitive improvement, vocabulary effects, and students’ specific writing skills.

Language: English

Published: St. Paul, Minnesota, 2021

Article

What Happens After Montessori? What Parents, Students, and Teachers Believe About the Success of Former Montessori Elementary Students in Junior High School

Publication: Montessori Life, vol. 10, no. 4

Pages: 45–47

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Language: English

ISSN: 1054-0040

Article

Materials for Older Students: Teen-Aged Students Succeed Using Montessori Methods

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

Publication: Public School Montessorian, vol. 8, no. 2

Pages: 12-13

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life

Available from: Springer Link

Publication: Higher Education, vol. 59, no. 3

Pages: 353-366

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Abstract/Notes: The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.

Language: English

DOI: 10.1007/s10734-009-9252-7

ISSN: 1573-174X

Article

✓ Peer Reviewed

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

Available from: University of California eScholarship

Publication: Journal for Learning Through the Arts, vol. 3, no. 1

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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.

Language: English

DOI: 10.21977/D93110059

ISSN: 1932-7528

Article

✓ Peer Reviewed

Design and Validation of Learning Sequences of PGSD Sanata Dharma University Student to Teach the Fraction Concept for Primary Student Using Montessori Manipulatives

Available from: Institute of Physics

Publication: Journal of Physics: Conference Series, vol. 1470

Pages: 012083

Asia, Australasia, Efficacy, Indonesia, Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Fraction concept is one of the learning problems that often occurs in elementary students. Elementary student’s misconceptions can be caused by teacher’s misconceptions. PGSD students are teacher candidates, so they must have the correct concept then they can teach the concept of fractions correctly too. Learning must be an inspiration for students when they become teachers later. One medium that can be used to teach fraction concepts is media based on Montessori. Local culture can support the use of Montessori media. This study aims to design and validate the learning sequence of PGSD Students in using Montessori media, to develop design principles to teach fraction concepts in elementary school students. The approach in this research is design research which includes three phases, namely design, trial and assessment. In the design phase, researchers formulate students’ prior knowledge and learning objectives. This is used as the basis for the sequence of learning. This stage of learning is evaluated in a repeat trial phases, the hypothesis design principle is developed and from which the learning stages are redesigned. The results of the assessment phase, together with the experience of the previous cycle and research review, are used to perfect the design principles of the student’s learning sequences so they can teach the concept of fractions correctly. From: The 7th South East Asia Design Research International Conference (SEADRIC 2019) 25-27 July 2019, Yogyakarta, Indonesia

Language: English

DOI: 10.1088/1742-6596/1470/1/012083

ISSN: 1742-6596

Article

✓ Peer Reviewed

The Effect of Using Montessori Method and Demonstration Method on Students’ Achievement in Pronunciation at Primary 1 Students of Nakamura School Medan

Available from: Universitas Pahlawan Tuanku Tambusai

Publication: Jurnal Review Pendidikan dan Pengajaran (JRPP), vol. 6, no. 3

Pages: 407-412

Academic achievement, Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Pronunciation is one of important aspects in English and one of the necessary components of oral communication. The purpose of this research is to find out Montessori Method and Demonstration Method effect on students’ Achievement in Pronunciation at Nakamura School. The method of this research based on experimental quantitative research doing with using a number, statistics process and structure. The population of this research will use to the primary 1 students of Nakamura School Medan. The writer used simple Random Sampling that is subset of individuals 9 a sample (chosen from a larger set 9 a population), each individual is chosen randomly and entirely. After collecting and analyzing the data, it was found that the lowest score of pre-test in experimental group was 20 and the highest score was 40 and the mean of pre-test was 30.00 and  after administrated the method of Montessori method, the researcher found the lowest  score of students’ pronunciation was 40 and the highest score was 80 and the mean of post-test was 61.43. It means that there was 20 (40-20) difference of the lowest score in pre-test and post-test. The mean score of the pre-test was 30.00, and the post-test is 61.43 (61.43 – 30.00 = 31.43). It can be concluded that the students’ scores in pre-test of experimental group was smaller than post-test, which was using Montessori method. The lowest score of pre-test in experimental group by Demonstration method was 10 and the highest score was 30, and the mean of pre-test was 22.86. After post-test was administered, the lowest score in experimental group was 50 and the  and the highest was 80 and the mean of post-test was 61.43. The lowest score significantly improved. It means that the difference of the score was 50 (100-50). It also happened to the highest score, 80 improved to 100 (100-80 = 20). It means that the difference of the score was 30. The mean of pre-test was 22.86 and post-test was 61.43 (61.43- 22.86= 38.27). It can be concluded that the students’ score in the experimental group which was taught by applying Montessori method was significantly different and the students’ score in pre-test of experimental group was smaller than post-test , which was Demonstration method.

Language: English

DOI: 10.31004/jrpp.v6i3.18591

ISSN: 2655-6022, 2655-710X

Master's Thesis (M. Ed.)

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

Available from: Library and Archives Canada

Mathematics education, Montessori method of education - Evaluation

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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized, particularly in the area of Montessori education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3 to 5-years-old were selected and randomly placed in one of two groups. The experimental treatment was an "in-house" music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. This program was designed from appropriate early childhood educational pedagogies and was sequenced in order to teach concepts of pitch, dynamics, duration, timbre, and form. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 to determine if the independent variable, music instruction had any effect on students' mathematics test scores, the dependent variable. The results showed that subjects who received music enriched Montessori instruction had significantly higher mathematics scores. When compared by age group, 3 year-old students had higher scores than either the 4 or 5 year-old children.

Language: English

Published: Windsor, Ontario, Canada, 2005

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