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Article
Experiential Learning at the Secondary Level: NewGate School
Publication: Tomorrow's Child, vol. 27, no. 2
Date: Nov 2019
Pages: 12-13
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Language: English
ISSN: 1071-6246
Master's Thesis
Levering AI Tools to Reduce Teacher Stress and Workload
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This action research paper investigates the integration of AI-powered tools, specifically ChatGPT, to develop individualized lesson plans with the aim of alleviating teacher stress and reducing workload. Drawing upon theoretical frameworks such as Self-Efficacy Theory and the Technology Acceptance Model, the study explores the potential of AI technology to enhance classroom experiences. The research questions addressed in this study include 1) to identify the advantages and disadvantages of using ChatGPT in a classroom setting and 2) to assess whether integrating ChatGPT into a Montessori classroom can positively impact student and teacher learning. Qualitative data was collected over a five-week intervention in an Early Childhood classroom within a private Montessori school. The findings offer valuable insights into the role of AI tools in education, shedding light on potential benefits and challenges within the unique context of Montessori education. Further research is needed to analyze the impact of utilizing AI tools, specifically, ChatGPT in lesson planning on teacher well-being and workload.
Language: English
Published: St. Paul, Minnesota, 2023
Doctoral Dissertation (Ph.D.)
An Interpretative Phenomenological Analysis of Lived Experiences of Graduate-Level Peace Educators: Voices for Sustained Peace
Available from: ProQuest - Dissertations and Theses
, Europe
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Abstract/Notes: Peace education is arguably one of the underappreciated areas of study within the social sciences. Many lifelong, dedicated peace education professionals often feel undervalued by the military-industrial complex apparatus. Influential individuals and corporations that thrive in chaotic and conflicting environments every so often underestimate the relevance of peace educators. Educators find among academic and professional students an intensified urgency to learn the skills necessary to address real-world conflict; however, these courageous individuals are seemingly battling powerful forces with wealth and power. Although such happenings can be demoralizing, it is slowly galvanizing dedicated peace educators to evolve by altering their skill sets, remaining resilient, and growing from the ongoing challenges. In this dissertation, I sought to investigate the lived experiences of peace educators and explore, through their voices, the challenges they face as global conflicts spiral out of control. This study aims to share the peace educators’ voices first-hand. From the findings, the study unveils some of the invisible structural and systemic issues that often undermine peace educators’ efforts. Participants’ storylines showed that the job is interdisciplinary, transformative, and holistic. Bringing forth the narratives and interpreting their stories were pivotal in unearthing peace educators’ involvement in designing programs, developing conflict management strategies, and deepening their understanding of educational policies.
Language: English
Published: Fort Lauderdale, Florida, 2023
Article
Social Justice in the Montessori Middle-Level Classroom
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 178-181
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Language: English
Article
Innovative Methods for Teaching Elementary Level Students
Available from: Pedagogs
Publication: Ustozlar uchun, vol. 45, no. 4
Date: 2023
Pages: 41-46
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Abstract/Notes: In this article, we discuss new and effective ways of teaching that can improve students’ results. These plans usually aim to get students interested and involved. Students who are actively involved in their studies are less likely to miss class and more likely to do well in school.
Language: English
Article
Genfi levél
Available from: Arcanum Digitális Tudománytár
Publication: Kisdednevelés, vol. 51, no. 11
Date: Dec 1926
Pages: 365-368
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Language: Hungarian
Article
Community Action Plans for Social Justice Advocacy: Leveraging the Relationship Between Awareness and Action
Available from: Wiley Online Library
Publication: TESOL Journal, vol. 11, no. 4
Date: 2020
Pages: e552
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Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.
Language: English
DOI: 10.1002/tesj.552
ISSN: 1949-3533
Article
Capacitación docente, basada en la teoría Montessori, para atender la discapacidad intelectual leve en niños de Educación General Básica de Guayaquil 2021 / Teacher training, based on Montessori theory, to attend to mild intellectual disability in children of Basic General Education of Guayaquil 2021
Available from: South Florida Publishing
Publication: South Florida Journal of Development, vol. 3, no. 1
Date: 2022
Pages: 194-210
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Abstract/Notes: La presente investigación tuvo como propósito determinar que la capacitación docente basada en la teoría Montessori, influye en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. Se sustentó teóricamente con los aportes de Montessori (1907), Lee (2018), Molina (2012, 2015), Chiavenato (2000), Rodríguez y Ramírez (1997), OMS (2021), AARM (2020),Tünnermann (2011), (Aubrey, 2010), UNESCO (2006), Cossentino (2005), Díaz (2002), Ministerio de Educación del Ecuador (2011), entre otros. La investigación se catalogó como experimental-aplicada, con nivel netamente explicativo. El diseño se clasificó como pre-experimental, con modelo pre-test/post-test con un solo grupo. La población estuvo constituida por 50 profesionales de educación general básica; debido al número finito y conocido de la población se empleó un censo poblacional. Como técnica de recolección de datos se utilizó la encuesta y como instrumento, el cuestionario. El análisis descriptivo de los datos se realizó mediante la confección de tablas de frecuencia absoluta (fa) y porcentaje (%), medidas de posición (promedio, mediana, mínima y máxima), dispersión (desviación estándar) y varianza. Asimismo, se realizó un análisis inferencial acerca de la población, basándose en los datos recolectados y la contrastación de las hipótesis planteadas. Los resultados evidenciaron una diferencia significativa de 19,02, entre los resultados del pre y post test, con un nivel de significancia de 0,000 < 0,05. Por tanto, se aceptó la hipótesis de investigación (Hi) y se rechazó la hipótesis nula (Ho), llegando a la conclusión que la propuesta basada en teoría Montessori influye de forma significativa y positiva en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. El presente estudio representa un gran aporte para el sistema educativo en lo concerniente al área de la discapacidad e inclusión.
Language: Spanish
ISSN: 2675-5459
Article
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
Date: 2004
Pages: 1-17
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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
The Impact of Montessori Teaching Method on IQ Levels of 5-Year Old Children
Available from: ScienceDirect
Publication: Procedia: Social and Behavioral Sciences, vol. 205
Date: 2015
Pages: 122-127
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Abstract/Notes: The purpose of this research is to investigate the impact of the Montessori approach on the IQ of 5-year old children. To do this, a sample of 80 5-year old children (40 children from the traditional kindergartens and 40 ones from a Montessori-regulated kindergarten) were randomly selected from different kindergartens in Shiraz, Iran, based on a simple random selection (for Montessori system) and a multi-stage selection (for the traditional system). Raven's Coloured Progressive Matrices (RMP) test was used to measure participants’ IQ levels. Then Vineland Social Maturity scale was used. The data collected for testing hypotheses was then analyzed using the independent-samples t-test on dependent samples. Results showed that the IQ and the level of the 5-year old children educated through the Montessori approach was substantially higher than that of the children educated based on the traditional approach. The study suggested that education system (Montessori or traditional) had affected the children's IQ and social maturity growth level.
Language: English
DOI: 10.1016/j.sbspro.2015.09.037
ISSN: 1877-0428