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Article
Toward Best Practice: Facilities for Montessori Schools
Publication: Montessori Leadership
Date: 2004
Pages: 29–30
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Language: English
Article
Toward a Theory of Combination Classes
Available from: Taylor and Francis Online
Publication: Educational Research and Evaluation, vol. 3, no. 4
Date: 1997
Pages: 281-304
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Abstract/Notes: This rejoinder replies to Veenman's (1997) critique of our (Mason & Burns, 1997a) literature review conclusion that combination classes lead to at least small negative effects. Veenman argues that his reviews (1995, 1996) lead to a conclusion that combination classes are “simply no worse and simply no better” than single‐grade classes. In our response, we identify and discuss the major disagreements we have with Veenman's findings, assumptions, and explanations. Veenman's conclusion, we explain, is hampered by a narrow reading and interpretation of the literature that appears to focus (a) too heavily on faulting teachers for failing to capitalize on the “potential positive effects” of combination classes, and (b) too lightly on interview research, observational studies, and a theory that would explain how the no‐difference achievement effects occurred.
Language: English
ISSN: 1380-3611, 1744-4187
Article
Toward an Understanding of the Child's Experience in a Montessori Early Head Start Program
Available from: Wiley Online Library
Publication: Infant Mental Health Journal, vol. 23, no. 1-2
Date: 2002
Pages: 197-212
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Abstract/Notes: This report documents the development of a multimethod approach to understanding program processes in a center-based Early Head Start program. The method, which combines teacher's ratings with participant observation and informal interviewing of families, offers an approach to understanding the experience of early childhood intervention from multiple perspectives. The focus of this article is on the use of data drawn from three case studies to illustrate one way of combining these two different orientations. We place this case-study approach within a larger framework of ways in which qualitative and quantitative data can be combined to better understand how programs are delivered and experienced by participating children and their families. ©2002 Michigan Association for Infant Mental Health.
Language: English
DOI: 10.1002/imhj.10012
ISSN: 1097-0355
Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
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Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Article
Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 2
Date: 2021
Pages: 12-24
Cosmic education, Indigenous communities, Indigenous peoples, Montessori method of education
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Abstract/Notes: Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.
Language: English
ISSN: 2378-3923
Article
Observations on Attitudes of Young Children Toward Mathematics
Available from: JSTOR
Publication: Mathematics Teacher, vol. 43, no. 6
Date: 1950
Pages: 252-263
Article
0-Sai kara no hattatsu [ 含 Eibun] / 0歳からの発達[含 英文] / Development from Birth onward
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 38
Date: 2005
Pages: 14-52
Child development, Developmental psychology
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Toward More Joyful Learning: Integrating Play Into Frameworks of Middle Grades Teaching
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 51, no. 6
Date: 2014
Pages: 1227-1255
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Abstract/Notes: Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on examples of play in these classrooms, the author proposes adding the dimension of play to frameworks of middle grades teaching—a dimension that encompasses young adolescents' engagement in classroom work that involves choice and self-direction, imaginative creations, and a nonstressed state of interest and joy.
Language: English
ISSN: 0002-8312, 1935-1011
Master's Thesis
Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study examines the differences between Montessori guides and public-school teachers regarding their knowledge and implementation of inclusive practices in the classroom using the Theory of Planned Behavior (TPB). TPB claims that perceptions of attitudes, subjective norms, and behavioral control predict intentions to engage in a particular behavior. The present research utilized a mixed-methods approach to assess participants’ personal definitions of inclusive education and predict intention to perform inclusive practices from teachers’ attitudes, subjective norms, and perceived behavioral control. Because public-school teachers are required to attend training, they were predicted to be more knowledgeable than Montessori guides about inclusive practices. Sixty-six teachers participated, but contrary to predictions, definitions provided by both public-school teachers (n = 35) and Montessori guides (n = 31) indicated poor understanding of inclusion with no differences between groups. Analysis of the TPB variables revealed significant differences in attitudes with Montessori guides expressing more positive attitudes than public-school teachers. Qualitative analyses supported this result as Montessori guides used more positive emotional terms in their definitions than public-school teachers who used more neutral terms. Multiple regression analysis showed that the TPB model predicted intention to perform inclusive practices (R2 = .73) with only perceived behavioral control and past behavior statistically significant predictors. These results indicate that despite positive attitudes, participants may lack sufficient, concrete understanding of strategies that would allow them to carry out inclusive practices. Results revealed that training is needed to clarify the definition of inclusion and provide actionable tasks for implementing inclusion in the classroom.
Language: English
Published: Killeen, Texas, 2021
Article
Looking Back and Forward
Available from: ProQuest
Publication: Montessori Life, vol. 35, no. 2
Date: Summer 2023
Pages: 6
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Language: English
ISSN: 10540040