Language: English

ISSN: 0031-7217

Language: English

ISSN: 1522-9734

Language: English

Published: Minneapolis, Minnesota: Jola Publications, 2001

Edition: 2nd ed.

Language: English

Published: Minneapolis, Minnesota: Jola Publications, 1993

Abstract/Notes: This study investigates the phenomenon of respect through examination of the literature and observation of lived experience in two Montessori environments in Aotearoa, New Zealand. Utilising a case study approach, the thesis seeks to reveal the nature of respectful relationships and how these are fostered in two Montessori early childhood centres. A qualitative approach is used to study the social setting in order to understand the meaning of participants’ lives in their own terms. This design makes explicit the ways people come to understand and manage day-to-day situations. A phenomenological method was employed to look beyond the details of everyday life in order to draw upon the lived experiences of the participants. The technique of bracketing observations required the researcher to suspend assumptions and common-sense explanations concerning the experience. This assisted the researcher to encounter the observations independently and reduced bias. The findings reveal four aspects that work in conjunction with the child’s natural development to foster respect: A prepared environment and the child’s freedom within that environment serve to demonstrate how the respectful relationship can be supported and fostered in individuals. In addition, the development of a mutual relationship based on recognition of the child's capabilities; and freedom of movement within the environment work in conjunction to foster respect for self, others and the environment. Information for the case studies was recorded by video camera. Relationship building prior to data collection alleviated fears associated with the video recording and provided more insight into participants’ lived experiences. In conjunction, video data provided a record of moments in time for review and reflection. Future research may seek to provide comparison of the outcomes of practice in differing situations but a key point in this research was an emphasis on non-judgmental acceptance of each Montessori environment. The research sheds light on situations in which teachers, other adults and children develop respectful practice(s). The study indicates how Montessori philosophy and nature intertwines to achieve reciprocal and respectful relationships between all involved in this approach to education and life.

Language: English

Published: Auckland, New Zealand, 2013

Abstract/Notes: Looping refers to the increasingly common practice of keeping groups of students together for two or more years with the same teacher. This booklet, first in a series of "Themes in Education" provides information on the educational practice of looping and includes selected current references on the topic. The booklet outlines the history of this practice, delineates its operating principles, differentiates looping from multi-age placement, and describes the academic and social benefits of the practice. Using a question and answer format, the booklet also answers questions commonly asked by parents, students, teachers, and administrators about looping. The booklet concludes with a description of the responsibilities and mission of the Northeast and Islands Regional Educational Laboratory at Brown University. Contains 32 references. (KB)

Language: English

Published: Providence, Rhode Island, 1997

Abstract/Notes: Montessori schooling, created by physician and educator Maria Montessori, is a well-known alternative to the traditional style of teaching. Many researchers have focused on how the Montessori method can produce successful and well-rounded students, not only academically, but within the social realm as well. What is less known is the extent to which Montessori impacts the social development of children and their forming of peer relationships and why it does so. After looking into and discussing the previous literature written on this topic, this thesis project utilizes reviews with two individuals with experience in the primary level Montessori setting to further understand how the Montessori method can possibly benefit the students socially and draw connections between teacher experience and scholarly research. It was discovered that the responses of the participants generally paralleled the claims of previous literature, with specific emphasis being placed on the sense of responsibility and ownership students held in the environment and the reduction of the teacher’s role in constructing how students utilize the environment and interact with one another.

Language: English

Published: Portland, Oregon, 2022

Language: English

ISSN: 1071-6246

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

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