Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1455 results

Book

The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years

Elementary schools, Maria Montessori - Writings

See More

Language: English

Published: Oxford, England: Clio, 1998-1999

ISBN: 1-85109-114-9

Series: The Clio Montessori series

Article

✓ Peer Reviewed

Creative Giftedness and Educational Opportunities

Available from: National Center for Montessori in the Public Sector (NCMPS)

Publication: Educational and Child Psychology, vol. 30, no. 2

Pages: 79-88

Comparative education, Europe, France, Western Europe

See More

Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.

Language: English

ISSN: 2396-8702, 0267-1611

Doctoral Dissertation

A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior

Available from: ProQuest - Dissertations and Theses

Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes

See More

Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.

Language: English

Published: San Juan, Puerto Rico, 2002

Article

✓ Peer Reviewed

Analyzing the Selected Eurofit Test Batteries of the Children with Down Syndrome and Autism in the Age Range of 12-16 and Receiving Montessori Education

Available from: ERIC

Publication: African Educational Research Journal, vol. 10, no. 4

Pages: 439-446

Autism in children, Children with disabilities, Montessori method of education - Evaluation, Secondary education

See More

Abstract/Notes: It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p < 0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p > 0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.

Language: English

DOI: 10.30918/AERJ.104.22.074

ISSN: 2354-2160

Article

Alternative Education Conference

Available from: Independent Voices on JSTOR

Publication: Lansing Star (Lansing, Michigan)

Pages: 3

Americas, North America, United States of America

See More

Language: English

Article

The Diffusion of the Montessori School: A Guide for Spreading Innovations in Early Education

Publication: Montessori Leadership, vol. 2, no. 3

Pages: 14–18

See More

Language: English

Article

Montessori Education and Modern Psychology

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1962, no. 2

Pages: 11–18

See More

Abstract/Notes: Speech to members of the Teaching Seminar at Teachers College, Columbia University.

Language: English

ISSN: 0519-0959

Article

Kids First . . . For a Change: An Interview with Bob Morris, Candidate for Education Commissioner of the State of Florida

Publication: Tomorrow's Child, vol. 2, no. 4

Pages: 23–24

See More

Language: English

ISSN: 1071-6246

Article

New Trends in Early Childhood Education

Publication: Chinese Education Review, vol. 19, no. 2

Pages: 1-9

See More

Language: Chinese

Article

✓ Peer Reviewed

Dialectics, Esotericism and Evolutionism in 20th Century Pedagogy. On the Totalitarian Heritage in the Educational Concepts of Cultural Education, with Maria Montessori, Rudolf Steiner and Pavel Blonsky

Available from: Pedagógiatörténeti Szemle

Publication: Pedagógiatörténeti Szemle, vol. 4, no. 3-4

Pages: 1-22

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., New Education Movement, Pavel Blonsky - Biographic sources, Pavel Blonsky - Philosophy, Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

See More

Abstract/Notes: In the following contribution it will be shown that and how the theocratic heritage has perpetuated itself in more or less changed form in newer educational theories. Its transformation can be understood as its secularization, which passes on the absolute as epistemological totalitarianism in the form of violence, provided that it was armed with power of action. As examples here serve the multifaceted cultural or humanistic pedagogy ("Kulturpädagogik" or "Geisteswissenschaftliche Pädagogik" - GP), which is still important today, as well as three important concepts of reform pedagogy (respectively the "New Education Movement"), namely those of Maria Montessori, Rudolf Steiner and Pavel Blonsky.

Language: English

DOI: 10.22309/PTSZEMLE.2018.3.1

ISSN: 2415-9093

Advanced Search