Abstract/Notes: This study was conducted in order to better analyze the customer service culture of two international preschools Hooray and Kindy Garden Montessori. In order to be able to compare and point out the differences between these two preschools and make recommendations, suggestions and some solutions to develop a customer service culture for the two preschools.

Language: English

ISSN: 2583-049X

Abstract/Notes: This research aimed to describe the implementation of the Montessori Method in academic flow development for students. A Qualitative approach and intrinsic case study design were used in this research. The participants of this research were five students of the Arabic Language Study Program in one of university in Bandung, West Java. The participants were selected using purposive sampling technique. The findings revealed that students were able to achieve academic flow, which was marked by the achievement of all indicators in the aspect of absorption by activity. However, the indicator of thinking included in the aspect of fluency by performance was difficult to be achieved by the students. The results of this research are expected to be utilized by those who play a role in developing students' potential, which was guidance and counseling service units based in universities and academic supervisors.

Language: English

DOI: 10.46336/ijbesd.v1i4.100

ISSN: 2722-1156, 2772-1164

Abstract/Notes: The present study examines the convergence between anthropology and education business giving rise to the field of anthropology of education. The early works of Hewett, Boas and Montessori paved the way for the foundations of the application of anthropological contents and methods to the study and practices of educative processes and systems for better understanding and improvement of learning. School settings and classroom life provide relevant environment for anthropological inquiries. The application of anthropological contents and methods in various aspects of the study of education is significant. The business function of education in terms of the leadership and management of human, material and financial resources for optimal outcomes calls for anthropological insights and underpinnings in educational systems. Anthropological concepts and principles are applied in the areas of the foundations of education, curriculum development, culture studies, classroom interactions, multicultural education, business education, policy implementations, educational research and educational administration. Ethnographic methods have greatly contributed to the understanding of complex educational issues and challenges. Ethnographic methods of grounded theory, documentary content analysis, and action research are employed to study educational problems through the use of the techniques of purposive sampling, interview, observation, constant comparison, triangulations, key incident, narration, interpretive stance, and other tools of data gathering, interpretation and analysis.

Language: English

DOI: 10.33423/ijba.v2i2.1184

ISSN: 2155-6237

Abstract/Notes: The objective of this study is to identify the important factors contribute most to parents' choice of pre-school for their children. Parents' choice of pre-school is influenced by various factors that are mostly associated with the pre-school institution itself. Parent have different educational believes and preferences which puts them in a dilemma when making decision for their children pre-school education. it is important for pre-school businesses to meet the needs of both parents and children in order to attract and retain their customer. Data was collected using a survey questionnaire. The sample consisted of 162 parents who have pre-school children. Multiple regression analysis was used to identify the predictor variables that contributed to the choice of pre-schools. The main factors that influence parents' choice of pre-schools are branding, private-run institutions, safety and security, quality of teaching and hygiene. English medium and religion-based pre-schools are the preferred pre-schools chosen by these parents.

Language: English

ISSN: 2219-1933, 2219-6021

Abstract/Notes: Dr. Maria Montessori is the founder of the Montessori Method of education. She was the first woman in Italy to receive a Doctor of Medicine degree. Maria Montessori approached education from a scientific standpoint because she was a doctor. Education, she believed, should prepare a person for all parts of life. She created resources and approaches to encourage child' natural learning growth. They're found in every Montessori classroom. Working with these materials and procedures establishes a pattern those youngsters naturally take over to reading, writing, and math. Each talent is designed to work in collaboration with the others. Maria Montessori was the first woman to enter the world of education as a result of his close involvement with the education and development of mentally challenged children. Her contribution to early childhood education, particularly for mentally challenged children, has transformed the educational world. In fact, practically every civilized country feels the impact of her unique style of teaching young children in some way. The world was taken aback by the apparently unbelievable actions of slum youngsters in Rome's first Casa dei Bambini (children's home). Her efforts and dedication in transforming mentally challenged children into normal children by teaching the 3 R’s using didactic equipment have earned her indelible fame in the history of education. It was seen at the time of her demise when tributes to her life-long labour on behalf of appeared in the press from every part of the world. In fact, her selfless sacrifice and dedication has developed hope and courage in the life of mentally challenged children, which made her to be ranked among the forerunners of great educators. Today. Montessori Method flashes like a comet across the educational horizon. Montessori learning environments, also known as prepared environments, provide children the freedom to pick their own work and design their own learning. Because the child is in the centre and the teacher's tasks differ from those of typical school teachers, the direction of communication and coordination between the child and the teacher is defined accordingly. The purpose of this research is to look into Montessori teachers' coordination and teamwork with children.

Language: English

ISSN: 2581-4281

Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.

Language: English

DOI: 10.20533/ijcdse.2042.6364.2022.0565

ISSN: 2042-6364

Abstract/Notes: Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.

Language: English

DOI: 10.29333/iejme/11005

ISSN: 1306-3030

Abstract/Notes: The subject of the analysis is the reception of Montessori education in post-socialist Poland. The author focuses mainly on the models of pedeutological research to emphasise the important role played by the teacher as a professional, educator, but also a human being in this alternative upbringing and education. He recalls the most important results of research on the specificity of teaching work in Montessori institutions.

Language: English

DOI: 10.14746/ikps.2020.30.01

ISSN: 2300-391X

Abstract/Notes: O presente estudo discorre sobre três pedagogias que apresentam projetos de ensino diferentes ao padrão escolar: Pedagogia Waldorf, Pedagogia Montessori e o projeto Fazer a Ponte. Alicerçados no referencial teórico da pedagogia diferenciada e concomitantemente, com uma educação que promova uma cultura científica básica a seus estudantes, este estudo de caráter teórico se faz sob o contexto do ensino de química estabelecido nestas instituições. Como base para essa abordagem tem-se uma pesquisa documental em sites de escolas que seguem as pedagogias investigadas, livros e artigos que discutem sobre as mesmas, bem como observação de três escolas - uma que segue a Pedagogia Waldorf, uma que segue a Pedagogia Montessori, ambas no Brasil, e ainda a observação na Escola da Ponte, localizada em Portugal. Este trabalho tornou-se significativo, na medida que trouxe discussões sobre temáticas ainda pouco familiares ao contexto das pesquisas educacionais e do próprio cotidiano dos professores em geral. Ademais abordou inspirações e discussões que possibilitaram uma reflexão acerca do ensino que se constitui atualmente nas escolas e como algumas mudanças de ideais, organizacionais e comportamentais podem modificar um espaço escolar.

Language: Portuguese

DOI: 10.26514/inter.v8i23.2009

ISSN: 2177-7691

Abstract/Notes: This is a reflection, tribute, and appreciation for the contribution that David Loye made to partnership education, embodied in the community of more than 22,000 Montessori schools around the world. As the largest single international education reform movement, the collaboration among David, his wife, Riane Eisler, and Montessori Schools has been significant. It shows great promise for the years ahead to disseminate his findings and integrate them into mainstream education.

Language: English

DOI: 10.24926/ijps.v9i2.5146

ISSN: 2380-8969