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Master's Thesis (Action Research Report)

The Impact of Read Aloud with Socratic Discussion on the Literacy and Critical Thinking Skills of the Elementary Student

Available from: St. Catherine University

Action research

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Abstract/Notes: This study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis

Montessori eğitimi ile okul öncesi eğitim programı uygulanan okul öncesi öğrencilerinin yaratıcı düşünme becerilerinin incelenmesi / Investigation of creative thinking skills of preschool students who are applied with Montessori education and preschool education program

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

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Abstract/Notes: Bu araştırmada, Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerin yaratıcı düşünme becerilerini incelemek amacıyla hazırlanmıştır. Çalışmada, nicel araştırma yöntemlerinden olan betimsel ve ilişkisel tarama desenleri kullanılmıştır. Bu araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı güz döneminde İzmir ilinde Montessori eğitimini uyguladığını duyuran herhangi bir anaokulu ile Muş ilinde MEB OÖEP'yi uyguladığını duyuran herhangi bir özel okulun anasınıfında eğitim gören toplam 40 öğrenci oluşmaktadır. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırma verileri, Aslan (1999) tarafından Türkçeye uyarlanan "Torrance Yaratıcı Düşünce Testi" ve araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu" kullanılarak elde edilmiştir. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Sperman Sıra Farkları Korelasyon Analizi uygulanmıştır. Montessori eğitimi uygulanan öğrencilerin TYDT toplam yaratıcılık puanları MEB OÖEP uygulanan öğrencilerin TYDT toplam yaratıcılık puanlarından anlamlı düzeyde yüksektir. Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerinin toplam yaratıcılık puanları arasında önemli ölçüde ilişki vardır. Montessori eğitimi uygulanan öğrencilerin yaratıcı düşünme becerilerinden akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratıcılık puanları, MEB OÖEP uygulanan öğrencilerin akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratcılık puanlarından anlamlı düzeyde yüksektir. Erken kapamaya direnç alt becerilerinde ise her iki eğitimi de olan öğrencilerin bulguları benzer çıkmıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori eğitimi'nin okul öncesi öğrencilerinin yaratıcı düşünme becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme becerilerine göre daha etkili olduğudur. / In this study, it was prepared to examine the creative thinking skills of preschool students who were applied Montessori education and MEB OÖEP. Descriptive and relational scanning patterns, which are among the quantitative research methods, were used in the study. The study group of this study consists of a total of 40 students studying in the kindergarten of any kindergarten in the province of İzmir that announced that they have implemented Montessori education in the fall semester of the 2020-2021 academic year and any private school in the province of Muş that announced that they have implemented the MEB OÖEP. While creating the study group of the research, the age variable was taken into consideration and the groups were equalized. The research data were obtained using the "Torrance Creative Thinking Test" adapted into Turkish by Aslan (1999) and the "Personal Information Form" developed by the researcher. In the analysis of the data obtained in the research; Mann Witney U Test and Sperman Rank Difference Correlation Analysis were applied. The total creativity scores of the students who are applied Montessori education are significantly higher than the TTCT total creativity scores of the students who are applied to MEB OÖEP. There is a significant relationship between the Montessori education and the total creativity scores of pre-school students who are applied MEB OÖEP. Fluency, originality, abstractness of the titles and enrichment sub-skills among the creative thinking skills of the students who were applied Montessori education, the total creativity scores, the fluency, originality, the abstraction of the titles and the enrichment sub-skills of the students who were applied MEB OÖEP were significantly higher than the total creativity scores. In the sub-skills of resistance to early closure, the findings of the students with both education were similar. The general conclusion reached in line with the results obtained is that Montessori education contributes positively to the creative thinking skills of preschool students and is more effective than the fluency, originality, abstractness of the titles and enrichment skills compared to the Ministry of National Education Preschool Education Program.

Language: Turkish

Published: Samsun, Turkey, 2021

Article

Preparation for Life: How the Montessori Classroom Facilitates the Development of Executive Function Skills

Available from: ProQuest

Publication: Montessori Life, vol. 25, no. 1

Pages: 14-18

⛔ No DOI found

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Abstract/Notes: Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important--skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills--planning, organization, and time management--and will illustrate how each is developed through Montessori practices.

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs

Available from: Red Fame

Publication: Journal of Education and Training Studies, vol. 8, no. 3

Pages: 32-47

Asia, Comparative education, Middle East, Turkey, Turkey, Western Asia

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Abstract/Notes: According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.

Language: English

DOI: 10.11114/jets.v8i3.4620

ISSN: 2324-8068

Doctoral Dissertation

Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness

Available from: British Librarty - EthOS

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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.

Language: English

Published: Oxford, England, 2018

Doctoral Thesis

Impact of Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

Available from: Murdoch University Research Repository

Australasia, Australia, Australia and New Zealand, Oceania, Sustainability

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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a twenty year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS. Three school-based issues in EfS were studied. Firstly, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Secondly, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first five years of participation in AuSSI. Thirdly, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants' lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a five year period. The total participants included eleven teachers and seventy five students. The research identified particular antecedents of EfS in the Montessori Method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after three years when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial three years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after three years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognizes the complex, dynamic interplay of issues involved in a school’s EfS journey. It is strongly recommended improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

Language: English

Published: Perth, Australia, 2012

Article

أثر تطبيق منهج منتسوري في تنمية مهارات التفکير الإبداعي مقارنة بالمنهج المطور لدى أطفال مرحلة الروضة / The Effect of Applying Montessori Approach in Developing Creative Thinking Skills Compared to Advanced Approach Upon Kindergarten Children

Available from: The Egyptian Knowledge Bank

Publication: التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) [Education (Al-Azhar): A Refereed Scientific Journal for Educational, Psychological and Social Research], vol. 39, no. 185-3

Pages: 791-842 (Article 17)

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Abstract/Notes: هدف هذا البحث إلى التعرف على أثر تطبيق منهج منتسوري في تنمية مهارات التفکير الإبداعي مقارنة بالمنهج المطور لدى أطفال مرحلة الروضة، واستخدمت الباحثة المنهج السببي المقارن وهو أحد أنواع المنهج الوصفي، أما عينة البحث فهي عينة قصدية، ويبلغ عددها (50) طفلاً من مرحلة الروضة موزعين (25) طفلاً من الروضة التي تتبع المنهج المطور، و(25) طفلاً من الروضة التابعة لمنهج منتسوري، تتراوح أعمارهم بين 4-5 سنوات،وطبقت عليهم اختبار تورانس للفعل والحرکة، کما استخدمت أداة المقابلة على عدد (15) مشرفة تربوية على قسم رياض الأطفال في وزارة التربية والتعليم، وتوصل البحث إلى مجموعة من النتائج أهمها: وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة البحث الذين طبق عليهم منهج منتسوري على الدرجة الکلية لاختبار التفکير الإبداعي ومهاراته (الطلاقة، الأصالة، الخيال)، وهي لصالح القياس البعدي، وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة البحث الذين طبق عليهم المنهج المطور على الدرجة الکلية لاختبار التفکير الإبداعي ومهاراته (الطلاقة، الأصالة، الخيال)،وهي لصالح القياس البعدي، لا توجد فروق ذات دلالة إحصائية عند مستوى (α≤ 0.05) بين متوسط القياس البَعدي لأفراد مجموعة المنهج المطور ومتوسط القياس البَعدي لأفراد مجموعة منهج منتسوري على مهارة الطلاقة في إختبار تورنس للتفکير الإبداعي، لا توجد فروق ذات دلالة إحصائية عند مستوى (α≤ 0.005) بين متوسط القياس البَعدي لأفراد مجموعة المنهج المطور ومتوسط القياس البَعدي لأفراد مجموعة منهج منتسوري على مهارة الخيال في اختبار التفکير الإبداعي، يوجد فروق ذات دلالة إحصائية عند مستوى (α≤ 0.005) بين متوسط القياس البَعدي لأفراد مجموعة المنهج المطور ومتوسط القياس البَعدي لأفراد مجموعة منهج منتسوري على مهارة الأصالة في اختبار التفکير الإبداعي لصالح المجموعة الذين طبق عليهم منهج منتسوري. The study aimed at identifying the impact of applying Montessori approach in the development of creative thinking skills compared with developed curriculum among kindergarten children. The researcher has used the causal comparative, one of the types of descriptive approaches The research sample consisted of: Deliberate sample, numbering (50) children from kindergarten distributed equally, (25) children from kindergarten that follow developed curriculum, and 25 children from the kindergarten using the method of Montessori, between the ages of 4-5 years. Torrance test for reaction and movement was applied, and interview tool was applied to (15) kindergarten educational supervisors at kindergarten at the Ministry of Education. The research found a range of results, indicating that: There were significant statistical differences in the responses of sample members who were subjected to applying the Montessori approach in the total score of testing the creative thinking skills (fluency, originality, imagination ), infavor of the dimensional measurement. There were significant differences in the resposes of research sample who were subjected to applying the developed approach, The total scores of testing the skills of creative thinking (fluency, originality, imagination), are in favor of the dimensional measurement. There were no statistically significant differences at (α ≤ 0.05) between the average of post test performance for members of the developed curriculum group and the average of post test performance of the post for members of Montessori approach on the skills of fluency in Torrance Test of Creative Thinking. There were no statistically significant differences at (α ≤ 0.005) between the average of post test performance for members of the developed curriculum group and the average of post test performance for members of Montessori approach in imagination skill in the creative thinking test. There were statistically significant differences at (α ≤ 0.005) between the average of post test performance for members of the developed group curriculum and posttest average of post test performance of members of a Montessori approach on the skills of originality in the creative thinking test in favor of the group who were subjected to applying Montessori approach.

Language: Arabic

DOI: 10.21608/jsrep.2020.86453

ISSN: 1110-323X

Article

✓ Peer Reviewed

การพัฒนาทักษะด้านการเขียนของเด็กปฐมวัยโดยใช้สื่อตามแนวคิดการสอน แบบมอนเตสซอรี ชั้นอนุบาลปีที่ 2 โรงเรียนอนุบาลเวียงชัย สำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงราย เขต 1

Available from: Thai Journals Online

Publication: Graduate School Journal Chiang Rai Rajabhat University, vol. 10, no. 2

Pages: 61-72

Anubarn Wiangchai School (Thailand), Asia, Montessori method of education, Montessori schools, Southeast Asia, Thailand, Writing - Achievement

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Abstract/Notes: The purpose of this study aimed to develop the 2nd grade level-preschool students’ Thai writing skills, as well as to investigate the 2nd grade level-preschool students’ abilities in their critical thinking skills, as well as the 2nd grade level-preschool students’ satisfactions toward the implementation of their Thai writing skills through using the Montessori approach–based instructional visual aids in Anubarn Wiangchai School, the Office of Chiangrai Primary Educational Services Area 1. For research methodology, a lesson plan related to Montessori approach-based Thai instructional management, a learning module on the Montessori approach-based Thai writing skills, a test on preschool student’s Thai writing skills, and a questionnaire related to the 2nd grade level-preschool students’ satisfactions toward the implementation of their Thai writing skills through using the Montessori approach–based instructional visual aids, during the frst semester of the academic year 2013, were all conducted with sixteen preschool students. The fndings of the study were as follows: 1. The 2nd grade level-preschool students’ scores of 51.04% obtained before the implementation of Thai writing skills through using the Montessori approach–based instructional visual aids were higher than that of their scores of 96.66% obtained after the implementation of Thai writing skills through using the Montessori approach–based instructional visual aids were all rated at 96.66%; 2. Their scores obtained after the implementation of the Montessori approach–based learning management on their critical thinking skills were higher than that of their pre-implementation; and 3. The 2nd grade level-preschool students’ satisfactions toward the implementation of their Thai writing skills through using the Montessori approach–based instructional visual aids were also rated at a higher level.

Language: Thai

ISSN: 1905-7679

Master's Thesis (Action Research Report)

The Effects of Book Workshops on Emergent Reading Skills in Montessori Early Childhood

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research study was to increase preliteracy skills, confidence, and interest in reading in a Montessori early childhood environment through a reading workshop model. Given the pressure on teachers to create stronger readers at younger ages, this work discusses developmentally appropriate language tasks for children ages three- to six-years-old using the Montessori method and emergent literacy theory frameworks. Research suggests children who exhibit confidence and interest in reading develop strong preliteracy skills. These factors predict capable and active readers. For six weeks, a Montessori early childhood classroom of 14 students and three adult guides participated in daily 30-minute reading workshops. These workshops included a short explicit language lesson lasting under 10 minutes, followed by an extended free reading time. The development of preliteracy skills, student confidence in skills, and interest in reading were tracked through formative assessments, observation, student-teacher conferencing, and student self-assessments. After the intervention, an increase in preliteracy skills, interest, and confidence were noted. The students requested to continue reading workshops due to high interest. Further work is needed to analyze the development of reading skills through the reading workshop intervention.

Language: English

Published: St. Paul, Minnesota, 2020

Article

✓ Peer Reviewed

Review on Montessori Educators' Opinions Concerning the Digital Assessment Tool They Use in Terms of 21st-Century Skills

Available from: Asian Institute of Research

Publication: Education Quarterly Reviews, vol. 4, no. Special Issue 1: Primary and Secondary Education

Pages: 291-306

Asia, Europe, Middle East, Southern Europe, Spain, Turkey, Western Asia

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Abstract/Notes: This study aimed to examine the opinions of Montessori educators on the digital assessment tool they use in terms of 21st-century teacher skills. The study sample covered 14 Montessori educators working in early childhood classes in public and private preschool educational institutions, located in Barcelona and Istanbul, where the Montessori educational approach is applied. In the study, the experiences of the Montessori educators with the digital assessment tool they use as the assessment tool were examined in terms of the identified 21st-century teacher skills. To this end, the research was designed with a phenomenological approach in the qualitative research method. The data were obtained through the personal information form and structured interview questions prepared for the digital assessment tool used by the Montessori educators. In the analysis of this data, the phenomenological study of Moustakas (1994) was introduced through the steps of the analysis. The perspectives of the Montessori educators concerning digital assessment, their application experiences regarding the digital assessment tool, and their views on their experiences were discussed in terms of utilization of the digital tool applications, as well as to use and evaluate information, their skills regarding collaborative work and communication, and finally their communication skills with the parents, which are among the 21st-century teacher skills. It was concluded that different factors influenced the opinions of the Montessori educators, where there were positive and negative expressions within the scope of these skills regarding the digital assessment tool.

Language: English

DOI: 10.31014/aior.1993.04.02.247

ISSN: 2621-5799, 2657-215X

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