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The Benefits And Barriers To Arts Integration: Arts Accessibility In Public Montessori
Available from: University of New England - Digital Repository
Abstract/Notes: This mixed-method exploratory case study investigates the research question: To what extent do pre-K through eighth-grade public Montessori school teachers perceive that their professional knowledge and abilities, experiences, and resources impact their capacity to integrate arts into their general classroom curriculum? Public Montessori teachers from five public-choice Montessori schools in a school district of the suburban and urban areas of southeastern South Carolina were invited to participate. The teachers in these public Montessori schools have varied levels of education and professional development experience with the arts in education. Some participants were general education teachers prior to becoming Montessori teachers due to the transition of traditional program elementary schools to Montessori schools. Survey questions addressed themes and subthemes related to integrating the arts with core curriculum subjects including math, history, science, English language arts, and social justice and humanities. The subthemes were also designed to delineate perceptions of experience or knowledge with visual arts, music, dance, poetry, drama, and theater. Data were gathered from the participant responses and a district program description, including professional development offerings. To analyze the data, the research question themes were coded by the field annotations: abilities, knowledge, resources, benefits, and barriers. The coding involved identifying patterns and similarities in the teachers’ responses of their perceptions related to arts integration in their Montessori classrooms. The overall results indicated the teacher participants believe that students who exhibit excess energy would benefit from an increase in movement, collaboration, and music, as well as a significant increase in exposure to the arts. Largely, the teachers indicated feeling uncertain about integrating the arts into their Montessori classrooms due to barriers such as lack of resources, time, and professional development experience. Therefore, it is recommended that educational leaders create professional development opportunities through collaboration with the arts team at each school, the community arts professionals, and the district administration.
Published: Biddeford, Maine, 2021
Doctoral Dissertation (Ed.D.)
Project-Based and Student-Centered Learning in Teaching the Montessori Social Development Curriculum
Available from: ProQuest Dissertations and Theses
Abstract/Notes: The purpose of this qualitative descriptive study was to explore how Montessori middle school educators described the use of project-based and student-centered learning to teach social development to their adolescent female students in the southeast region of the United States. The theoretical framework providing a lens for this examination of project-based and student-centered learning and how teachers described how such learning exercised on their students’ social development was Vygotsky’s social learning and development theory. Two research questions were posed for this study. RQ1 asked: How do Montessori middle school educators describe the use of project-based learning to teach social development to their adolescent female students? RQ2 asked: How do Montessori middle school educators describe the use of student-centered learning to teach social development to their adolescent female students? The sample (N = 30) completed 30 questionnaires, 10 individual semi-structured interviews via Zoom, and a 3-member focus group via Zoom. The sampling strategy was purposeful sampling. All participants originated from the southeast region of the United States and represented one school. An open-ended questionnaire, semi-structured interviews, and a focus group were the sources of data. Thematic analysis with an inductive coding approach was performed to identify, analyze, and report patterns emerging from the data. Four key themes emerged: (a) promoting the construction of knowledge; (b) student voice and choice; (c) student ownership and agency; (d) construction of learning. The results highlighted the important role that Montessori middle school educators play when teaching adolescents girls.
Published: Phoenix, Arizona, 2021
Penggunaan Media Sanpaper Latter terhadap Keaksaraan Awal Anak Kelompok B di PAUD Jaya Henida Palembang [The Use of Sandpaper Letter Materials for Group B Children's Early Literacy at PAUD Jaya Henida Palembang]
Available from: Ulil Albab Institute
Publication: ULIL ALBAB: Jurnal Ilmiah Multidisiplin, vol. 2, no. 4
Date: Mar 2023
Asia, Australasia, Indonesia, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Sandpaper letters, Southeast Asia
Abstract/Notes: Masalah dalam Penelitian ini Adakah pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf pada anak kelompok B di PAUD Jaya Henida Palembang?. Penelitian ini bertujuan Untuk mengetahui pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf anak kelompok B di PAUD Jaya Henida Palembang. Metode penelitian yang digunakan pada penelitian ini adalah pendekatan deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi. Berdasarkan penelitian yang telah dilakukan di PAUD Jaya Henida Palembang, maka dapat ditarik beberapa kesimpulan sebagai berikut : 1) Kemampuan keaksaraan anak PAUD pada umumnya telah mencapai perkembangan normal dalam tahap kemunculan literasi, meliputi kemampuan dengar – bicara dan baca – tulis; 2) Kendala dan kebutuhan guru dalam pengembangan keaksaraan, diantaranya kurangnya peralatan dan materi, buku sumber, sarana dan fasilitas yang memadai; 3) Desain pengembangan keaksaraan di fokuskan pada kegiatan menstimulus kemunculan kemampuan dengar – bicara baca – tulis sesuai dengan tahap perkembangan anak PAUD; 4) Cara mengembangkan alat peraga sandpaper letter berbasis metode Montessori yaittu sebagai berikut : pertama, alat peraga menarik. Kedua, alat peraga memiliki gradasi. Ketiga, alat peraga digunakan untuk dapat melatih anak belajar secara mandiri. Keempat, alat peraga digunakan untuk mengetahui kesalahan yang terjadi dengan adanya alat peraga.
A Philosophical Perspective on the Purpose of Education in Indonesia
Available from: Springer Link
Book Title: Comparative and Decolonial Studies in Philosophy of Education
Asia, Australasia, Comparative education, Friedrich Fröbel - Philosophy, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Rabindranath Tagore - Philosophy, Southeast Asia
Abstract/Notes: This chapter will look at the purpose of education in the context of Indonesia’s past and present. I will draw on the philosophy of Ki Hajar Dewantara (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fröbel. This chapter is particularly timely because the Indonesian government has started to critically re-examine two of the educational concepts proposed by Dewantara, which are “pendidikan karakter” (character education) and “merdeka belajar” (independent learning). The chapter will start with a discussion on the purpose of education before introducing Dewantara and his background. I will then offer two comparisons; First, between Dewantara’s purpose of education and the aims of Dutch schools during the colonial period in Indonesia, highlighting the importance of imparting local wisdom and values in Dewantara’s school which were ignored by the colonial schools. Second, between Dewantara’s purpose of education and the current government’s policies. By doing so, I will highlight the different purposes articulated for education in various contexts, from the colonial era to present-day Indonesia. The conclusion of this chapter is that there have been profound changes to the very purpose of education in Indonesia. Nevertheless, Dewantara’s philosophy is still very much relevant today and thus, the Indonesian government should revisit its conceptualisation of the foundations of education. Dewantara’s thought is also likely to see increased interest in other countries due to a growing global demand for awareness of non-Western educational philosophies.
Published: Singapore: Springer Nature, 2023
Edition: 1st ed.
The Progressive Classroom: Unlocking the Potential of Learning for the Future
Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
Published: Chennai, India: Clever Fox Publishing, 2023
Kinaesthetic Learning Material for EFL Pronunciation Teaching and Their Potential for Teacher Education
Book Title: Activating and Engaging Learners and Teachers: Perspectives for English Language Education
Foreign language education, Language acquisition, Language development, Language education, Montessori materials
Published: Tübingen, Germany: Narr Francke Attempto, 2023
Edition: 1st ed.
ISBN: 978-3-8233-8460-1 3-8233-8460-0
Series: AAA - Arbeiten aus Anglistik und Amerikanistik
Analisis metode islamic montessori for multiple intelligences pada anak generasi alpha dalampengembangan pembelajaran pendidikan agama islam / Analysis of the Islamic Montessori for Multiple Intelligences Method in Alpha Generation Children in the Development of Islamic Education Learning
Available from: Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta (STITMA)
Publication: At Turots: Jurnal Pendidikan Islam, vol. 5, no. 2
Asia, Australasia, Indonesia, Islamic Montessori method of education, Islamic education, Multiple intelligences, Southeast Asia
Abstract/Notes: Children are born into the world as the nature of both parents. The importance of education from an educator is the initial foundation of the formation of creativity and activity, children. The role of educators of parents and teachers is a principle of how they are formed and fostered by the environment. Alpha generation is a child born in 2010 until now. The development of increasingly advanced technology makes the Alpha generation highly skilled using existing technology. They are principled to become an unfashionable generation. Today, the era is dominated by an instant and easy nature that results in influence in all fields, especially the field of education. The Islamic Montessori for Multiple Intelligences method is a method that teaches Islamic education based on compound intelligence in children. The intelligence of alpha generation children has the potential incomplete multiple intelligences so that they can survive, adapt and always be resilient in following high levels of diversity and all changes that are instant. This research aims to find out (1) The role of educators to alpha generation children in the development of Islamic Education learning with Islamic Montessori methods for Multiple Intelligences, (2) Methods that can support success in improving the quality of education. The method in this article uses by library research. The primary and secondary source is Maria Montessori's book translated in Indonesian and journal references. The result of the discussion in this paper is (1) The development of Islamic Religious Education learning that applies the following, language intelligence, mathematical logic, spatial-visual, kinesthetic, interpersonal, intrapersonal, and naturalist intelligence. (2) Knowing the compound intelligence in alpha generation children in Islamic education. / Anak terlahir ke dunia sebagai fitrah kedua orang tuanya. Pentingnya pendidikan dari seorang pendidik merupakan pondasi awal terbentuknya kreatifitas dan keaktifan pada anak. Peran pendidik dari orang tua dan guru merupakan prinsip bagaimana mereka dibentuk dan dibina oleh lingkungan masing-masing. Generasi alpha adalah anak yang lahir di tahun 2010 hingga sekarang. Perkembangan teknologi yang semakin maju membuat generasi alpha sangat terampil menggunakan teknologi. Sehingga, mereka berprinsip untuk menjadi generasi yang tidak ketinggalan zaman. Dewasa ini, zaman pun di dominasi dengan sifat yang serba instan dan serba mudah yang mengakibatkan pengaruh dalam segala bidang khususnya bidang pendidikan. Metode Islamic Montessori for Multiple Intelligences merupakan metode yang mengajarkan pendidikan Islam berdasarkan kecerdasan majemuk pada anak. Kecerdasan anak generasi alpha memiliki potensi dalam kecerdasan majemuk (Multiple Intelligences) yang komplit sehingga mereka bisa bertahan, beradaptasi dan selalu tangguh dalam mengikuti tingkat keragaman yang tinggi dan segala perubahan yang serba Instan. Penelitian ini bertujuan untuk mengetahui (1) Peran pendidik terhadap anak generasi alpha dalam pengembangan pembelajaran Pendidikan Agama Islam dengan metode Islamic Montessori for Multiple Intelligences, (2) metode yang dapat menunjang kesuksesan dalam perbaikan kualitas pendidikan. Metode pada penelitian ini menggunakan penelitian pustaka (Library Research). Bersumber primer dan sekunder yaitu buku Maria Montessori yang di terjemahkan dalam bahasa Indonesia dan refrensi-refrensi jurnal. Hasil dari pembahasan dalam tulisan ini adalah (1) pengembangan pembelajaran Pendidikan Agama Islam yang menerapkan sebagai berikut, kecerdasan bahasa, logika matematika, visual spasial, kinestetik, interpersonal, intrapersonal dan kecerdasan naturalis. (2) mengetahui kecerdasan majemuk pada anak generasi alpha dalam pembelajaran Pendidikan Agama Islam.
ISSN: 2747-089X, 2656-7555
Ignoring Clustering and Nesting Effects Are Invalid Analysis Choices in a Trial with Clustered Data in Trials Testing Causal Effects. Re: "Impact of a Montessori-Based Nutrition Program on Children's Knowledge and Eating Behaviors"
Available from: PubMed
Publication: Journal of School Health
Date: Mar 13, 2023
Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study
Available from: Springer Link
Publication: Early Childhood Education Journal
Date: Mar 9, 2023
Early childhood care and education, Early childhood education, Elementary school students, Montessori method of education, Montessori schools, Movement education, Music education, Preschool children, Rhythm
Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
ISSN: 2005-0860, 2671-5821
Inspiracje współczesnego myślenia o wychowaniu dla pokoju (Komeński, Kant, Montessori) / Inspirations for Contemporary Thinking About Education for Peace (Comenius, Kant, Montessori)
Available from: Index Copernicus International
Publication: Kwartalnik Psychologiczny (Warsaw, 1956), vol. 60, no. 1 (whole no. 235)
Immanuel Kant - Biographic sources, Immanuel Kant - Philosophy, John Amos Comenius - Biographic sources, John Amos Comenius - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Peace, Peace education
Abstract/Notes: The article presents the philosophies of John Amos Comenius, Immanuel Kant and Maria Montessori. It focuses on problem areas that are particularly inspiring for modern thinking about peace and education for peace and points out a broad definition of peace provided by each of the above philosophers. Their theories go far beyond identifying peace with the absence of war and they consider peace to be a process that requires building and strengthening as well as the participation of all people, not only politicians. From this perspective, peace building becomes an important educational task. The basic goal is to ensure that individuals have the feeling of authorship and responsibility for peaceful coexistence among people. Only a combination of peace-reinforcing political initiatives with daily activities supported by education and aimed at promoting peace provides real chances to make the world a better place.
ISSN: 0023-5938, 2657-6007
Empowering Children through Environmental Education
Publication: Tomorrow's Child, vol. 10, no. 3
Inhabit: On the Potential of Place-Based Education for Montessori Pedagogy and the IB Diploma Programme
Publication: Whole School Montessori Handbook
The Education of the Individual [An address given at the International School of Philosophy in Amersfoort on 28 December 1937]
Book Title: Education and Peace
Europe, Holland, Internationale School voor Wijsbegeerte (Netherlands), Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Netherlands, Western Europe
Abstract/Notes: An address given at the International School of Philosophy in Amersfoort on 28 December 1937.
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
Series: Montessori Series , 10
The Necessity for Spirituality in Education: A Montessori Example
Publication: Montessori Leadership, vol. 1, no. 1
Montessori Educational Association
Available from: Google Books
Book Title: Educational Directory, 1915-16
Abstract/Notes: "Montessori Educational Association: Mrs. Alexander G. Bell, 1331 Connecticut Ave, Washington, D.C.; William K. Cooper, 1736 G St., NW, Washington, D.C.; Washington, D.C., October 1915."
Published: Washington, D.C.: Government Printing Office, 1915
Series: Department of the Interior, Bureau of Education, Bulletin , 43
AMS Teacher Education Programs
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 3
Date: Fall 2011