Abstract/Notes: This study was an attempt to find out the impact of Montessori teaching method on EFL learners’ writing achievement. To fulfill the purpose of the study, out of 150 students, 95 male and female students were selected randomly to participate in this study. All of them were given a pretest to find out their level of proficiency. They had no background knowledge of English and they had not studied English before. They were also divided randomly into two groups namely experimental and control. The experimental group consisted of 23 male and 27 female learners while the control group consisted of 21 male and 24 female learners. Experimental group members were instructed based on Montessori teaching method and their instruction was based on different Montessori materials. The control group members had a routine teaching process. Each group was a mixture of both male and female learners with the age range of 5-6. After 12 sessions, writing posttest was given to both groups to evaluate whether there is any significant difference between these two groups or not. The obtained data were analyzed both descriptively and inferentially. The data were analyzed by statistical tests such as one-way ANCOVA and one-sample t-test. The statistical analyses revealed that there was significant statistical differences between two groups mean scores on the writing posttest. Therefore, it can be argued that Montessori teaching method had significant impact on learners’ writing skill.

Language: English

DOI: 10.46809/jpse.v2i1.17

ISSN: 2634-4629

Abstract/Notes: More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention.

Language: English

DOI: 10.1080/15582159.2016.1251280

ISSN: 1558-2159, 1558-2167

Abstract/Notes: Penelitian ini merupakan studi literatur yang bertujuan untuk mengetahui bagaimana gambaran stimulasi kemampuan mengenal konsep bilangan anak usia dini melalui permainan matematika Montessori. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif dengan studi pustaka. Dalam penelitian studi literatur ini peneliti menggunakan berbagai sumber tertulis seperti artikel, jurnal, dan dokumen yang relevan dengan penelitian dalam penelitian ini. Penelitian ini berfokus pada wacana tentang kemampuan mengenal konsep bilangan pada anak usia dini yang dapat dilakukan melalui permainan matematika Montessori. Hal tersebut menjadi bagian penting dari implementasi pembelajaran di PAUD karena merangsang kemampuan mengenali konsep angka anak sejak dini harus dikembangkan karena akan berdampak besar pada kemampuan kognitif anak yang juga sangat berguna untuk masa depan mereka. Hasil penelitian ini menunjukkan bahwa permainan matematika Montessori sangat efektif digunakan untuk merangsang kemampuan mengenal konsep bilangan pada anak usia dini. Ini terbukti dari bukti yang telah diteliti dari hasil penelitian sebelumnya yang berkaitan dengan kemampuan mengenal konsep bilangan anak melalui permainan matematika Montessori. [This research is a literature study that aims to find out how the description of the stimulation of the ability to recognize the concept of numbers for early childhood through Montessori math games. The method used in this research is descriptive qualitative research method with literature study. In this literature study the researcher uses various written sources such as articles, journals, and documents relevant to the research in this study. This study focuses on the discourse on the ability to recognize the concept of numbers in early childhood which can be done through Montessori math games. This is an important part of implementing learning in PAUD because it stimulates the ability to recognize children's number concepts from an early age because it will have a major impact on children's cognitive abilities which are also very useful for their future. The results of this study indicate that Montessori math games are very effective in stimulating the ability to recognize number concepts in early childhood. This is evident from the evidence that has been researched from the results of previous studies relating to the ability to recognize the concept of children's numbers through Montessori math games.]

Language: Indonesian

ISSN: 2614-3097, 2614-6754

Abstract/Notes: Debate about the selection and grouping of pupils by ability has been rekindled in the drive to raise standards. In this paper, we review the literature on ability grouping and its effects on academic and non-academic outcomes for pupils, including self-esteem, attitudes towards school, and alienation. In addition, we consider aspects of the school environment that may mediate the influence of organisational grouping on pupil outcomes. The review refers extensively to British research but draws on international work where appropriate. It is argued that a return to a national system of selection and structured grouping is unlikely to raise standards. Some alternatives to ability grouping are put forward for consideration.

Language: English

DOI: 10.1080/030549899104026

ISSN: 0305-4985, 1465-3915

Abstract/Notes: Background: There is little standardized information on simple and easy-to-use evaluation of fine motor skills in disabled children. The purpose of the present study was to determine the relationship between unbuttoning and buttoning ability and age and sex difference. Methods: One hundred and forty-four children (63 boys and 81 girls; age range, 36–83 months) and 14 young adults took part in the present study. The children were categorized into four groups according to age. Every subject went to nursery school and/or kindergarten. On the basis of Montessori education system, unbuttoning and buttoning were performed. The time from beginning to end was measured individually. All the participants were instructed to do the task in the same way. Results: The mean time required for unbuttoning activity was decreased until 4 years old, while that for buttoning was also reduced until 5 years old, respectively. There were no significant differences between boys and girls except in unbuttoning activity at the age of 3 years. Conclusion: More attention should be paid to unbuttoning and buttoning activities in children. It might be a simple and easy-to-use evaluation method in the clinical setting.

Language: English

DOI: 10.1111/j.1442-200X.2008.02634.x

ISSN: 1442-200X

Abstract/Notes: Reviews research on multiage classroom organization as an option for high-ability students. Studies of cognitive and affective factors have consistently shown positive effect sizes. Discusses conditions under which positive effects are most likely and explores multiage classes as an alternative for high-ability children. (Contains 85 references.) (SLD)

Language: English

ISSN: 0034-6543, 1935-1046

Abstract/Notes: The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.

Language: English

DOI: 10.3390/su13010343

ISSN: 2071-1050

Abstract/Notes: A study was undertaken to investigate how to prepare Base of Pyramid (BOP) children in India for creativity. The quasi-experiment study involved seventy 5th grade BOP students from two municipality schools in Mumbai, India. The training group students were given Design Thinking training spread over two action research cycles, while the control group received no intervention. The present study reports on findings from the second action research cycle during which the training group received training on divergent thinking skills—skills required for Design Thinking. The data was collected using classroom worksheets and intervention test sheets, and the objective was to find answers to how ideation took place during creative work and whether divergent thinking skills—as a part of Design Thinking training—helped in improving creative ability. The quantitative analysis of The Torrance Test of Creative Thinking (TTCT) inspired intervention test sheets indicated an overall significant difference in creative ability indicator scores of students who received intervention over those who did not. Furthermore, the significant difference was found for figural tasks but not for verbal tasks. The present study also showed how a mixed-method analysis can be useful for capturing socio-cultural elements, measuring relevant idea generation and identifying the need for different creative confidence-building strategies. The study identified language as a barrier for idea expression in the case of BOP students for whom language of instruction at school was different from language spoken at home. The study recommended socio-techno entrepreneurs to use this challenge as an opportunity for becoming stakeholders in creativity skilling for BOP students.

Language: English

DOI: 10.1016/j.tsc.2020.100652

ISSN: 1871-1871

Language: English

ISSN: 0042-0905, 1942-6593

Language: English

DOI: 10.1177/0895904810374848

ISSN: 0895-9048, 1552-3896