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Article
The Affective Significance of the School Experiences of Monessori Method Classes Graduates. Research Report / Afektywne znaczenia doświadczeń szkolnych absolwentów klas Montessori – doniesienia badawcze
Available from: Lubelski Rocznik Pedagogiczny
Publication: Lubelski Rocznik Pedagogiczny / Lublin Pedagogical Yearbook, vol. 36, no. 1
Date: 2018
Pages: 87
Academic achievement, Child development, Montessori method of education - Evaluation
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Abstract/Notes: The research was conducted over a period of nine months, from September 2013 to April 2014.It consisted of interviews with 94 graduates of the Maria Montessori Primary School No.27 in Lublin, who were educated according to the principles of the Montessori alternative system of education. I analyzed 69 sets of surveys completely filled in by persons meeting the focus group criteria. The questionnaire Self-reflection on Education in the Montessori System prepared on the basis of Hubert Hermans’s Method of Self-confrontation was used for testing the emotional meanings of school experiences. The overview of the indicators that evaluated the school situation can be contained in the statements: You will be responsible for the education of your children. You assume that you will choose the Montessori system, as well as that the general and ideal experiences showed that both basic motives highlighted by Herman were active (high average values of S and O), and that their activity was balanced (no statistically significant differences between S and O).General as well as ideal experiences connected with school, which were analysed in this paper, presented one of the six possible and yet the most integral type of emotional climate: strength and unity (+HH), in which intense self-awareness occurs with a “pleasant feeling of crossing the boundaries between one’s own self and someone else’s” (Chmielnicka-Kuter, Oleś, Puchalska-Wasyl 2009, p.14).On the basis of this, it was ascertained that the school space was an area of self-assertion for the subjects. / Badania zrealizowano w okresie dziewięciu miesięcy, od września 2013 do kwietnia 2014 roku. Objęto nimi 94 absolwentów Szkoły Podstawowej nr 27 im. Marii Montessori w Lublinie, którzy kształcili się według zasad alternatywnego systemu kształcenia. Analizie poddano 69 zestawów narzędzi badawczych wypełnionych kompletnie przez osoby spełniające kryteriadoboru do grupy. Do badania emocjonalnych znaczeń doświadczeń szkolnych wykorzystano kwestionariusz Autorefleksja nad kształceniemw systemie Montessori, autorsko opracowanym na podstawie Metody konfrontacji z sobą Huberta Hermansa. Ogląd wskaźników wartościowań sytuacji szkolnej ujętej w stwierdzeniu: „Będziesz odpowiedzialny za kształcenie własnych dzieci. Zakładasz, że wybierasz zarówno system Montessori (przyszłość S = 15,40; O = 15,33), jak i doświadczeń ogólnych (S = 13,89; O = 14, 54) i idealnych (S = 18,18; O = 17, 91)" wskazał, że aktywne były wyróżnione przez Hermansa dwa motywy podstawowe (wysokie średnie wartości S i O), a ich działanie zostało zrównoważone (brak istotnych statystycznie różnic między S i O). Analizowane w niniejszej pracy doświadczenia szkolne oraz ogólne i idealne prezentowały jeden z sześciu możliwych, ale najbardziej integralny typ klimatu emocjonalnego: siły i jedności (+HH), w którym intensywna samoświadomość występuje z „przyjemnym poczuciem przekraczania granic między własnym Ja, a kimś drugim” (Chmielnicka-Kuter, Oleś, Puchalska-Wasyl 2009, s. 14). Na tej podstawie uznano, że przestrzeń szkoły stanowiła dla badanych obszar samopotwierdzenia.
Language: Polish
DOI: 10.17951/lrp.2017.36.1.87
ISSN: 0137-6136
Article
The Significance of Order in the Three to Six Year Old Classroom
Publication: Montessori Matters
Date: 1992
Pages: 8–11
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Language: English
Book
Bilingual/Bicultural Preschool Education Program: Montessori Design, 1972-73
Available from: ERIC
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Abstract/Notes: This report on the Montessori-designed bilingual/bicultural preschool education program of the Compton (California) School District begins with a statement of need. It includes information on project arrangements, organization, and proposed preschool curriculum. It presents plans for inservice staff development and parent participation, involvement, and education. The report also presents evaluation and audit plans, day care activities, a calendar of holidays, and the requested budget. The appendixes, almost half the report, include information on job descriptions, salary schedules, personnel policies, and curriculum areas.
Language: English
Published: Compton, California: Compton Unified School District, 1972
Report
Mining Montessori Design Patterns
Available from: Kent University - Computer Science Department
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Language: English
Published: Evanston, Illinois, 2004
Article
Una signorina laureatasi in medicina
Publication: La Tribuna
Date: 1896
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Language: Italian
Mainstreaming the Young Child with Developmental and Learning Disabilities: An Interpretation of Selected Montessori Principles Related to Curriculum Design for an Integrated Preschool Setting
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Language: English
Published: Honolulu, Hawaii, 1978
Maria Montessori in njena pedagoska zasnova [Maria Montessori and Her Pedagogical Design]
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Language: Slovenian
Published: Maribor, Slovenia, 1995
Article
Approach Play by Signor Montessori; Advanced Work
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 23, 1956
Pages: 377
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Language: English
ISSN: 0040-7887
Book
Tavallinen suoritus, luovuuden merkki vai häiriö?: Montessori-menetelmä kasvatuksessa, kuntoutuksena ja psykoterapiana [Ordinary performance, sign or disorder of creativity ?: The Montessori method in education, rehabilitation and psychotherapy]
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Language: Finnish
Published: Helsinki, Finland: Koulun erityispalvelu, 1984
ISBN: 951-725-046-0 978-951-725-046-7
Book Section
Die Sterne lügen nicht - Astronomie und Astrologie - Sternbild und Sternzeichen [The stars don't lie - astronomy and astrology - constellation and zodiac sign]
Book Title: Das Lernen in die eigene Hand nehmen: Mut zur Freiheit in der Montessori-Pädagogik [Taking learning into your own hands: Courage for freedom in Montessori pedagogy]
Pages: 200-205
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Language: German
Published: Münster, Germany: LIT, 2008
ISBN: 978-3-8258-0850-1
Series: Impulse der Reformpädagogik , 19