Abstract/Notes: The prevailing assumption is that a multi-age learning environment allows the learner to interact with a wide range of students, representing a broad range of cognitive, emotional and social aspects depending on the individual development of each student. Focusing on the school vision of a multi-age elementary school, this study compares and contrasts two models, one Austrian and one in Israel. Firstly, the study presents the views and actions of the students, teachers and the administrative team to better understand the benefits and challenges of the multi-age classroom. Secondly, the study examines the emotional, social and cognitive characteristics that define multi-age education and thirdly, it looks at the teaching and learning processes that are derived from this structure and the connection with significant learning. This study used qualitative research methods (case studies) and triangulation of participants and research tools.

Language: English

Abstract/Notes: This paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.

Language: English

DOI: 10.1017/apa.2019.41

ISSN: 2053-4477, 2053-4485

Language: English

ISSN: 0885-4173, 2160-0023

Abstract/Notes: Learn how a theory-driven Montessori-based intervention can be used to increase student nutrition knowledge, fruit and vegetable intake and preferences

Language: English

DOI: 10.1016/j.jand.2020.06.147

ISSN: 2212-2672

Abstract/Notes: This essay examines the how’s why’s and what for’s of Montessori teacher training. Treating the Montessori system as an illuminating case of alternative teacher preparation, three concepts common to the lexicon of teacher education - culture, craft, and coherence - are explored in detail. Drawing both from both mainstream teacher education research and ethnographic studies of Montessori teacher training, the essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.

Language: English

DOI: 10.1177/0022487109344593

ISSN: 0022-4871

Abstract/Notes: Research and statistics are a vital part of the social work curriculum. However most social work students have difficulty grasping the basic concepts of these topics for a variety of reasons. Maria Montessori, the noted child psychologist and educator, is credited with formulating the concept of manipulatives: objects that can be used to concretize abstract processes in order to improve learning and retention. This article describes techniques for teaching the principles of hypothesis generation, sampling, statistical regression, and tests of significance (t-test and ANOVA) using small colored candies as manipulatives. Suggestions are provided for stimulating class discussions.

Language: English

DOI: 10.1300/J067v20n01_10

ISSN: 0884-1233

Abstract/Notes: Language is a very socially important and basic structure of thought. It allows the child to integrate into society and dealing with abstract concepts. The principle of language education is that Montessori language is attached to human life; language is a form of sound or image that represents human perception of objective or subjective life. Thus, Maria's principle of language development is attached to things, from abstract objects to linguistic sounds, and from linguistic sounds to symbolic characters. This article systematizes Maria Montessori's core views on children’s language acquisition as well as the principles affecting this process. Subsequently, it analyzes the development principles of the Montessori method as a basis for lesson and teaching tools development for Vietnamese language education.

Language: English

DOI: 10.5296/jse.v9i4.15579

ISSN: 2162-6952

Language: English

DOI: 10.1177/002248718103200209

ISSN: 0022-4871

Abstract/Notes: Problem statement: Childhood is an integral time for literacy development and the aim of this article is to closely examine what pedagogical strategies were most effective to promote literacy learning with a group of six to nine year old children. This case study investigates how the use of specific literacy and drama-based strategies prepared and stimulated young children’s understanding and appreciation of a Shakespeare play. Approach: The study was conducted over a period of three months in a multi-age Montessori primary classroom in Vancouver, Canada. Over 600 writing samples from the class of 22 children were analyzed. Eight classroom observations by the author and another researcher were documented, using field notes, still photo images and video. Interviews with the teacher, parents and children were undertaken and two years after the study, a focus group was conducted with eight of the original children who had participated in the initial research. Using a qualitative research approach, the data was analyzed in search of recurring patterns and themes that highlighted literacy strategies where children’s understanding and engagement with Shakespeare was most effective. Results and Conclusion: It was observed that five particular writing and drawing strategies (word wall, journal, character masks, letters and newspaper) allowed the children to develop a greater understanding and appreciation of Shakespeare’s work. The above literacy strategies fostered vocabulary development, understanding of plot and character motivations and the ability for the children to rehearse and perform the Shakespeare play for their peers and family. Member checking with a randomly selected group of children two years later and written feedback from parents confirmed key learning outcomes that occurred during the study.

Language: English

DOI: 10.3844/jssp.2012.170.176

ISSN: 1549-3652, 1558-6987

Abstract/Notes: Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.

Language: English

DOI: 10.1016/j.jsp.2012.01.001

ISSN: 0022-4405