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H is for Hurricane, M is for Maria: Supporting literacy in Vieques
Publication: Journal of Early Childhood Literacy
Date: Sep 6, 2021
Pages: Article 14687984211044196
Americas, Caribbean, Latin America and the Caribbean, Latino community, Public Montessori, Puerto Rico
Abstract/Notes: The case study, H is For Hurricane and M is For Maria explores the public Montessori System of Puerto Rico as an educational philosophy of resilience. The authors present a counternarrative to early literacy development on the island by focusing in on two public Montessori schools from Vieques, Puerto Rico. The study was conducted one year after the passing of Hurricane Maria. Data collected, highlights the strong effectiveness of combining children’s home life experiences together with foundational early literacy development. Through this piece, teachers and parents share how they teach early literacy by making the absolute most of what surrounds them physically and culturally. Puerto Rico is poorer than the poorest state yet has had the fastest growth of public Montessori schools, than anywhere else in the United States. Major conclusions state that access to public Montessori education in Puerto Rico offers children an advantage in early literacy development.
Individual Development Plans From a Critical Didactic Perspective: Focusing on Montessori- and Reggio Emilia-Profiled Preschools in Sweden
Available from: SAGE Journals
Publication: Journal of Early Childhood Research, vol. 9, no. 3
Comparative education, Europe, Northern Europe, Scandinavia, Sweden
Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.
Max: Concern with Social Skills, Language and Excessive TV Viewing in a 3 Year Old
Available from: Lippincott Wolters
Publication: Journal of Developmental and Behavioral Pediatrics, vol. 27, no. 6
Abstract/Notes: Max is a 3-year-old healthy boy who was brought to the pediatrician's office by his mother for frequent temper tantrums at home. His teachers at the Montessori school are concerned about his communication skills. He is very talkative with his peers, but he constantly speaks about Thomas the Tank Engine. His peers seem to be uninterested in his repetitive stories. His teachers believe that Max has difficulty separating fantasy and reality. At home, his mother describes Max as “difficult to control.” When placed in time-out, he hits, kicks and scratches his mother. He has a large vocabulary, but mostly speaks in phrases directly from cartoons. For example, he repeats a particular phrase from a program in which the main character grows in size with fury every time he gets angry and says, “I hate it, leave me alone.” Before this exposure, the mother reports that her son had never used the word “hate.” Max watches 5 hours of children's programs on television every day; he is not exposed to any news programs. Frequently, he watches the same episode of a program many times. Max's mother believes that he can watch as much TV as he wants as long as it is “good programming,” so he only watches PBS kids shows and the Disney channel.
"It Just Makes Sense”: Early Childhood Teachers and Mixed‐Age Grouping in One Preschool Setting
Available from: Taylor and Francis Online
Publication: Journal of Early Childhood Teacher Education, vol. 20, no. 3
Educator's Perceptions of the Changes in Their Curriculum Belief Systems Over Time
Available from: ASCD
Publication: Journal of Curriculum and Supervision, vol. 7, no. 3
Educational Dialogues and the Fostering of Pupils' Independence: The Practices of Two Teachers
Available from: Taylor and Francis Online
Publication: Journal of Curriculum Studies, vol. 42, no. 1
Autonomy in children, Europe, Holland, Montessori method of education, Montessori schools, Netherlands, Teacher-student relationships, Western Europe
Abstract/Notes: If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.
Introducing Constructivism to Young Learners: Analysing the Impact on English Language Performance
Available from: International Knowledge Sharing Platform
Publication: Journal of Culture, Society and Development, vol. 46
Asia, Constructivism (Education) - Criticism, interpretation, etc., Southeast Asia, Thailand
Abstract/Notes: The significance of this study was to observe the instructional effect of constructivist teaching methodologies on English language performance outcomes among grade four students at a private all-boys school in central Bangkok. The experiment comprised two classes of differing ability: Class One (n = 18) classified as above average; and, Class Two (n = 15) below average. Both groups were taught according to the traditional Thai syllabus in the first semester of the academic year of 2016/17, transitioning to a constructivist learning environment in the second semester. The results of formal academic assessments were analysed via t-tests (<0.05); and the findings revealed that, as a result of the constructivist program, a significant difference was observed in both classes in relation to speaking attainments. However, in terms of overall language performance, a significant difference was noted in Class One only.
The Current Landscape of US Children’s Television: Violent, Prosocial, Educational, and Fantastical Content
Available from: Taylor and Francis Online
Publication: Journal of Children and Media, vol. 13, no. 3
Children's mass media, Children's television programs, North America, United States of America
Abstract/Notes: The present study examined currently popular children’s television shows to determine the prevalence of violent, prosocial, educational, and fantastical content (including fantastical events and anthropomorphism). Network, style, and content ratings were collected for 88 shows using a combination of Common Sense Media and laboratory ratings applied to two randomly-selected episodes of each show. Overall, currently popular children’s television shows were most often animated and contained little violent, prosocial, or educational content, but a great deal of fantastical content. Interrelations among variables were also examined. Shows with fantastical events were both more violent and more prosocial than shows without, and shows with anthropomorphism were more prosocial than shows without. The network on which a show aired predicted violent, prosocial, and educational content, but not fantastical content. Children’s television today is not as violent as might be believed, but nor is it particularly prosocial or educational. It is highly fantastical. The implications of the landscape for children’s behavior, learning, and cognition are discussed.
Montessori Education as a New Method for Teaching Colors in Design Basics (Case Study Foundation Level)
Available from: Al Manhal eLibrary
Publication: Journal of Architecture, Arts and Humanistic Science, vol. 9, no. 1
Abstract/Notes: Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. This method based on observations and evaluations of a student’s development, which is a fundamental key of the Montessori Method. Color is one of the fundamental elements of art. It is important for art students to not only be exposed to color theory, but to understand it. By studying colors, students are able to embrace their own creativity and create their own masterpieces; one of the introductory art lessons is that of mixing colors and understanding the color wheel. The researcher chose this method to help beginning students grasp the concepts of color theory and color schemes to help them advance through the curriculum with new skills. Hence the research problem is to use general rules and concepts of Montessori to achieve a new method of color education to reform student’s knowledge, self-confidence, self-correction and their own abilities in using colors.
ISSN: 2357-0342, 2356-9654
Multilayer Perceptron Artificial Neural Network Model on Assessing Early Mathematical Knowledge Behaviours and Todd-Acts Mobile Application Development
Available from: Universiti Utara Malaysia Press
Publication: Journal of Computational Innovation and Analytics, vol. 1, no. 1
Abstract/Notes: In modern culture, mathematics is the primary tool for comprehending science, engineering, and economics. Mathematics has historically been viewed as the primary measure of human intellect. Since the early stages, certain industrialised countries have been carefully considering the subject of fostering and generating geniuses among their people. This is because they recognise that individuals learn or remember knowledge the fastest throughout their first four years due to the prefrontal cortex’s resiliency. This vital period of human existence needs careful consideration. Previous study has revealed that a person’s mathematical skills develop from the day he or she is born. According to science, a person’s capacity to acquire math abilities allows them to develop many other talents faster, and infants are no exception. In this study, we looked at the behaviours or modules that contribute to the development of arithmetic skills or capacities in newborns from birth (0 months) to 4 years old (48 months). In this study, a two-layer neural network with tansig transfer function in the first layer and purelin transfer function in the second layer was used. Because many parents and instructors are focused on the programmes offered at childcare facilities, or the so-called nursery, Montessori, or kindergarten, an innovative mobile application called ‘Todd- Acts’ was created. This mobile application aims to assist parents and teachers with standardised modules that they can practise at home or on their premises, primarily to improve the arithmetic skills of babies in the five critical stages of human life: 0 to 6 months, 6 to 12 months, 12 to 24 months, 24 to 36 months, and 36 to 48 months.
ISSN: 2821-3408, 2821-3416
Private Schools, Public Money: How Independent Schools Have Used the Bond Market to Finance Expansion
Publication: Public School Montessorian, vol. 18, no. 3
Date: Spring 2006
Abstract/Notes: Includes three case studies
The Little School That Could . . . [Guadalupe Montessori School, Silver City, NM]
Publication: AMI/USA News, vol. 11, no. 4
Date: Oct 1998
What Is the Montessori Public School Consortium? A Short History of the Montessori Public School Consortium
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 1, no. 1
Date: Winter 1993
Americas, Montessori schools, North America, Public Montessori, United States of America
Rock 'N Roll School: New York City's Acorn School is an Ingenius and Economical Use of Found Space
Available from: US Modernist Library
Publication: Architectural Forum, vol. 137, no. 4
Date: Nov 1972
Americas, Architecture, North America, United States of America
ISSN: 0003-8539, 2769-0024
The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools
Available from: Vanderbilt University Institutional Repository
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."
Published: Nashville, Tennessee, 2007
AMI School Celebrates a Newly Remodeled Facility [Flossmoor Montessori School, Flossmoor, IL]
Publication: AMI/USA News, vol. 11, no. 2
Date: Mar 1998
Would You Send Your Child to a "New" School?: They're the New Breed of Private School-Strictly Non-Establishment, Where Children May Learn in French, or by Touch, or Not No to Class at All
Available from: ProQuest - Women's Magazine Archive
Publication: Chatelaine, vol. 41, no. 8
Date: Aug 1968
Pages: 15, 65-68
The OEkos Schools Program Sites [14 public schools]
Publication: OEkosphere [Œkosphere], vol. 1, no. 2
Date: Jan/Feb 1995
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
New Education and Alternative Schools in Taiwan: Educational Research from 1949 to 2005 Taking Special Account of Ten Alternative Schools
Asia, China, East Asia, Taiwan
Abstract/Notes: Reviewed in Communications 2008/1 // In her dissertation she analyses the efforts of New Education in her home country and compares them to European reform approaches. In this context she analyses and evaluates a large amount of written documents and adds to her literary research especially for the ten alternative schools her own studies at these schools and interviews with the educationalists/teachers responsible. One of the analysed schools was a Montessori school, another one was a Waldorf school. The survey communicates interesting insights and findings about school development in an increasingly democratising Asian country that is scarcely considered in Germany.
Published: Münster, Germany, 2005