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125 results

Article

✓ Peer Reviewed

'The Jigsaw Culture of Care': A Qualitative Analysis of Montessori-Based Programming for Dementia Care in the United Kingdom

Available from: SAGE Journals

Publication: Dementia, vol. 20, no. 8

Pages: 2876-2890

Alzheimer's disease, Dementia, England, Europe, Gerontology, Great Britain, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Northern Europe, Northern Ireland

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Abstract/Notes: Montessori-Based Programming (MBP) in dementia care refers to a growing body of research and practice that has developed Montessori methods to facilitate self-paced learning, independence and engagement for people living with dementia. A number of research gaps have been identified in the existing literature such as a lack of cross-cultural studies and well-powered, robustly designed outcome studies. The current study investigated the use of MBP with a focus on provision in the United Kingdom. It aimed to identify MBP implementation approaches, challenges and barriers, and research gaps.Design and MethodsA qualitative design was implemented to analyse data from in-depth, semi-structured interviews with key stakeholders (N = 8) with experience of MBP in the UK. Participants included care home management and staff, MBP trainers and independent dementia experts with a background in Montessori methods. Thematic analysis identified 4 main themes and 12 sub-themes. The study took place between April 2019 and October 2019.FindingsA framework describing knowledge and understanding of MBP in the UK, implementation considerations, challenges and barriers, evidence of outcomes and research gaps was developed to provide guidance for researchers and practitioners. Implementation considerations included using a whole-home approach and changing the culture of care through management support. Barriers to implementation included conservative attitudes to care, perceived lack of time and resources, health and safety issues, and issues of sustainability.ConclusionThe benefits of MBP in dementia care are promising but require further empirical investigation. There is a need to design, execute and publish evidence to secure the support of key stakeholders in dementia care research, policy and commissioning in the UK.

Language: English

DOI: 10.1177/14713012211020143

ISSN: 1741-2684, 1471-3012

Article

✓ Peer Reviewed

The Teacher Educator and the Suffragist: Lillian De Lissa and Muriel Matters' Activism in Australia and the United Kingdom

Available from: Taylor and Francis Online

Publication: History of Education, vol. 50, no. 6

Pages: 820-836

Australasia, Australia, Australia and New Zealand, Europe, Lillian de Lissa - Biographic sources, Muriel Matters - Biographic sources, Northern Europe, Oceania, United Kingdom

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Abstract/Notes: Focusing on the transnational circulation of ideas about suffrage and education, this article explores the work of suffragist Muriel Matters (1877–1969), and teacher educator Lillian de Lissa (1885–1967). It begins with Matters’ and de Lissa’s childhoods and education in post-suffrage Australia, and their initial work as an actress and kindergarten teacher respectively. The second section focuses on the development of their politics when Matters migrated to England in 1905 and joined the Women’s Freedom League, and de Lissa became the foundation principal of the Adelaide Kindergarten Training College in 1907. The third section discusses their engagement with Maria Montessori’s educational approach, which Matters incorporated into her socialist feminist activism during the First World War, and which led to de Lissa’s recruitment to England as a liberal feminist teacher educator in 1917. The final section highlights their advocacy for Montessori education in the United Kingdom during the interwar years.

Language: English

DOI: 10.1080/0046760X.2021.1906457

ISSN: 0046-760X, 1464-5130

Book Section

Montessori Education in the United Kingdom

Book Title: Perspectives on Montessori

Pages: 99-110

England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales

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Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Article

The Montessori Society of the United Kingdom

Available from: HathiTrust

Publication: The Child (London), vol. 3, no. 12

Pages: 1133

England, Europe, Great Britain, Montessori Society (United Kingdom), Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales

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Language: English

ISSN: 0855-0026

Article

A History of Montessori in the United Kingdom

Publication: Montessori Society Review, vol. 19

Pages: 6–19

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Language: English

Doctoral Dissertation (Ed.D.)

Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System

Available from: ProQuest - Dissertations and Theses

Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom

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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.

Language: English

Published: Stillwater, Oklahoma, 2006

Article

Five Kingdoms: End of a Montessori Controversy? [Review of Five Kingdoms: A Illustrated Guide to the Phyla of Life on Earth, 1988, Lynn Margulis and Karlene Schwartz]

Publication: Montessori Life, vol. 5, no. 1

Pages: 13

Book reviews

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Language: English

ISSN: 1054-0040

Archival Material Or Collection

Box 17, Folder 31 - Notes, ca. 1929-1948 - "The Spirituality of Children: 'Of such is the Kingdom'"(E.M.S.)

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Article

✓ Peer Reviewed

The Degree of Availability of Early Developmental Learning Standards in the Kingdom of Saudi Arabia (2015) with Montessori Activities

Available from: IJO Journals

Publication: International Journal of Educational Research, vol. 6, no. 1

Pages: 26-54

Asia, Middle East, Montessori method of education, Saudi Arabia, Western Asia

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Abstract/Notes: The study aimed to reveal the degree of Availability of early developmental learning standards in Montessori activities. Analysis in light of it, and the study used the descriptive approach in the manner of content analysis for the Activities of the Culture Corner in the light of developmental early learning standards The most prominent finding of the study is that the learning approach criterion came first with a medium degree, with frequencies amounting to (311) with a rate of (36.03%), followed by the Criterion of language development and knowledge in a medium degree, with frequencies amounting to (275) with a rate of (32.09%), While the Criterion of social-emotional development came in the last rank with a medium degree, with frequencies amounting to (277) with a rate of (31.8%), While the history activities came from the corner of Culture ranked first with frequencies amounting to (217) with a Rate of (24.8%), While astronomy activities came last with frequencies amounting to (27) with a Rate of (3%). Kindergarten l In light of the standards of the Kingdom of Saudi Arabia.

Language: Arabic

ISSN: 2805-413X

Article

Kingdom Vegetalia [chart]

Publication: AMI Elementary Alumni Association Newsletter, vol. 25, no. 3

Pages: insert

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Language: English

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