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164 results

Document

Montessori Teacher Experiences: Factors Influencing Montessori Teacher Satisfaction and Retention in S.C. [South Carolina]

Available from: American Montessori Society

Americas, Montessori method of education, Montessori method of education - Teachers, Perceptions, Public Montessori, Teachers, United States of America

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Language: English

Published: [2017?]

Report

An Evaluation of Montessori Education in South Carolina's Public Schools

Available from: The Riley Institute at Furman University

Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, United States of America

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Abstract/Notes: With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina’s public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers’ perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar nonMontessori public school students, when examining academic, behavioral, and affective outcomes.

Language: English

Published: Greenville, South Carolina, 2018

Article

Thoughts on the Curricula Contents and Methods of Teaching for the 21st Century Early Childhood Education in South Korea

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 15

Pages: 107-120

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Article

✓ Peer Reviewed

Teaching Effectiveness in the Utilization of Montessori Approach in Early Childhood Basic Science Learning in Ika South Local Government Area (LGA) in Delta State

Available from: Center for Humanities and Innovation Studies

Publication: International Journal of Humanities and Innovation (IJHI), vol. 6, no. 1

Pages: 26-31

Africa, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Nigeria, Science - Study and teaching, Sub-Saharan Africa, West Africa

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Abstract/Notes: Most learners find science challenging, which may be because of the methodology used in the early years that presents it as difficult and abstract. On the other hand, the Montessori Method uses a hands-on approach to teaching science from the early years. This study, therefore, looks at the effect of the teachers' utilization of the Montessori approach to early childhood education in Ika South Local Government Area (LGA) of Delta State, Nigeria. Two research questions and hypotheses were raised. The research design adopted for the study was a descriptive, pre-test, post-test, quasi-experimental method used to test the differences between the pupils' learning experiences in the two groups. The Taro Yamane formula was used to get the sample size, and a stratified random sampling technique was used to select 77 teachers and 40 nursery pupils, comprising ten each in experimental and control groups, in two schools in Ika South LGA of Delta State. The instruments to be used for this study will be self-designed multiple-choice achievement test questions in early years' science and four-point Likert-type self-structured questionnaires. The result indicates that teachers' knowledge and utilization of the Montessori approach to teaching pre-primary science is more effective than the conventional teaching method. Some suggestions were made for the way forward

Language: English

DOI: 10.33750/ijhi.v6i1.177

ISSN: 2614-6169

Master's Thesis (M.A.)

Montessori in the South Bronx: Considering Advantages for English Language Learners and Examining Tensions in New York City's First and Only Montessori Public School

Available from: American Montessori Society

Americas, Language acquisition, Language development, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Language: English

Published: New York City, New York, 2016

Article

Montessori in South Africa: The Challenge, the Dream, and the Promise

Publication: NAMTA Journal, vol. 24, no. 1

Pages: 61-68

Africa, Montessori method of education - History, North American Montessori Teachers' Association (NAMTA) - Periodicals, Southern Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: Discusses the history of the Montessori movement in South Africa. Outlines the contributions and learnings from Montessori's 21 years in South Africa. Asserts that Montessorian actions in Africa have relevance to Montessori internationally. (JS)

Language: English

ISSN: 1522-9734

Book Section

Montessori in South America

Book Title: Montessori 1907-1957

Pages: 19-20

Agustin Nieto Caballero - Biographic sources, Americas, Argentina, Chile, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, South America

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Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958

Report

Multigrade Teaching: A Review of Selected Literature and Implications for Teacher Education and Training in South Africa

Africa, Nongraded schools, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

Published: [S.I.], 2008

Report

Montessori in South Africa: An Overview of Needs and Development

Africa, Montessori method of education, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

Published: [S.I.], 1995

Article

Montessori in South America

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4

Pages: 19–20

Agustin Nieto Caballero - Biographic sources, Americas, Argentina, Chile, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education - History, South America

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Language: English

ISSN: 0519-0959

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