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

Advanced Search

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

261 results

Article

✓ Peer Reviewed

Materials and Methods in Reading: The Montessori Approach

Publication: Education (Boston), vol. 85

Pages: 468

See More

Language: English

ISSN: 0013-1172

Article

Introduction to the reading scheme for english

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1968, no. 1-2

Pages: 15-18

See More

Language: English

ISSN: 0519-0959

Article

✓ Peer Reviewed

Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading

Available from: Universitas Islam Negeri Sunan Ampel Surabaya Digital Library

Publication: IJET (Indonesian Journal of English Teaching), vol. 8, no. 2

Pages: 26-37

Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Perceptions, Southeast Asia

See More

Abstract/Notes: Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

Language: English

DOI: 10.15642/ijet2.2019.8.2.26-37

ISSN: 2548-6497

Article

✓ Peer Reviewed

Montessori Method: Indirect Preparation for Reading and Writing [part 1]

Publication: Journal for Special Educators of the Mentally Retarded, vol. 9

Pages: 30-37

See More

Language: English

ISSN: 0012-2807

Article

✓ Peer Reviewed

Montessori Method of Indirect Preparation for Reading and Writing

Publication: Journal for Special Educators of the Mentally Retarded, vol. 9

Pages: 103-108

Literacy, Montessori method of education

See More

Language: English

ISSN: 0012-2807

Article

✓ Peer Reviewed

The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 3, no. 2

Pages: 19-38

Action research, Americas, North America, United States of America

See More

Abstract/Notes: Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

Language: English

DOI: 10.17161/jomr.v3i2.6453

ISSN: 2378-3923

Article

✓ Peer Reviewed

A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools

Available from: JSTOR

Publication: Journal of Negro Education, vol. 86, no. 4

Pages: 439-448

Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America

See More

Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.

Language: English

DOI: 10.7709/jnegroeducation.86.4.0439

ISSN: 0022-2984, 2167-6437

Article

✓ Peer Reviewed

Procesos intervinientes en la acquisicíon de la comprensíon lectora [Processes that intervene in the acquisition of reading comprehension]

Publication: Psiquis: revista de Psiquiatria, Psicologia y Psicosomatica, vol. 9, no. 8

Pages: 38-51

See More

Language: Spanish

ISSN: 0210-8348

Article

✓ Peer Reviewed

Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children

Available from: Taylor and Francis Online

Publication: Reading Psychology, vol. 25, no. 1

Pages: 1-17

See More

Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.

Language: English

DOI: 10.1080/02702710490271800

ISSN: 0270-2711

Article

✓ Peer Reviewed

Montessori Okullarında Mekânı Kavramlarla Okumak / Reading The Space With Concepts In Montessori Schools

Available from: DergiPark Akademik

Publication: Sanat ve Tasarım Dergisi (Anadolu Üniversitesi) / Journal of Art and Design (Anadolu University), vol. 10, no. 1

Pages: 82-105

Architecture, Classroom environments, Design, Learning environments, Montessori method of education - Criticism, interpretation, etc.

See More

Abstract/Notes: Alternative education methods which occured as a reaction to the traditional education systems are approaches that are child centered and that focus on practical learning and accept each child as a unique individual. Montessori Method, one of the alternative education approaches, differs from other alternative education methods by being an approach giving maximum freedom to the child, reflects the education principles not only to the education method but also to the physical environment of the child, and advocates that the strongest relationship in education is established between the child and the environment. This study, in which the main principles of Montessori Method were determined via conceptual analysis, aims to examine the effects and reflections of generated concepts on space organization. For this purpose, five Montessori schools from different countries, designed by different architects in different years, which can be reached through visual, written, and drawn documents are discussed. / Geleneksel eğitim sistemine tepki olarak ortaya çıkan alternatif eğitim metotları, özgürlükçü, çocuk odaklı, deneysel öğretimi esas alan ve her çocuğu ayrı bir birey olarak kabul eden yaklaşımlar olarak dikkat çekmektedir. Bu alternatif eğitim yaklaşımlarından biri olan Montessori Metodu ise, çocuğa maksimum bağımsızlık veren, eğitim ilkelerini sadece eğitim yöntemine değil, çocuğun fiziksel çevresine de yansıtan ve eğitimdeki en güçlü ilişkinin çocuk ile ortam arasında kurulduğunu savunan bir yaklaşım olmasıyla diğer alternatif eğitim metotlarından ayrılmaktadır. Montessori Metodu’nun temel değerlerinin kavramsal analiz yoluyla belirlendiği çalışma kapsamında, oluşturulan kavramların mekân örgütlenmesi üzerindeki etkilerinin ve yansımalarının irdelenmesi hedeflenmiştir. Bu amaçla alanyazında yer alan, görsel, yazılı ve çizili belgelerine ulaşılabilen, farklı ülkelerde bulunan, farklı yıllarda ve mimarlar tarafından yapılmış olan beş adet Montessori okulu ele alınmıştır. Çalışmada elde edilen kavramların bu okullar üzerinden okuması yapılarak eğitim yöntemi ile eğitim mekânı arasında güçlü bir ilişkinin olduğu ortaya konulmuştur.

Language: Turkish

DOI: 10.20488/sanattasarim.830694

ISSN: 2146-9059

Advanced Search