Abstract/Notes: In their education forum "Evaluating Montessori education" (29 Sept., p. 1893), A. Lillard and N. Else-Quest do not consider that differential peer influences between their test and control groups of students may contribute to the differences they observed. The authors controlled for parental effects by examining only students whose parents had entered a lottery for entry into a Montessori school. However, the students who were unable to attend the Montessori school because their parents "lost" the lottery were dispersed to traditional schools, where they would have been educated with a majority of peers whose parents did not enter the lottery at all. The differences they found in the academic and behavioral performance of students in Montessori and traditional schools may not reflect the superiority of the former educational approach, but the negative effect of peer relationships in the latter.

Language: English

DOI: 10.1126/science.315.5812.596b

ISSN: 0036-8075, 1095-9203

Language: English

Abstract/Notes: This research aims to determine the effectiveness of implementing the Montessori Method in an effort to build understanding of basic mathematical concepts in grade 1 students at MI Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi. This research is quantitative quasi-experimental, using parallel classes namely classes for the experimental group that receive learning using the Montessori method and control group classes with conventional learning. Data was collected through a test of understanding basic mathematical concepts before (pretest) and after the intervention (post test). The research results show that the average value of N- Gain in the experimental class is 70.00. The average N-Gain value of the control class is 15.47. This shows that the Montessori Method is 54.53% more effective in improving student learning outcomes on adding tens and hundreds than conventional methods. The application of the Montessori method makes a positive contribution to increasing students' understanding, especially in critical aspects of mathematics for grade 1 students. Statistical analysis shows significant differences between the two groups, with a p-value of 0.00<0.05 which supports the effectiveness of the Montessori method. The implication of this research is that the application of the Montessori method can be used as an effective alternative learning approach to build understanding of basic mathematical concepts in grade 1 students. This can be a reference for schools, teachers and policy makers in designing more effective learning strategies at the educational level basic, especially at MI Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi. Further studies can explore the long-term impact of implementing the Montessori method in the context of Islamic education.

Language: Indonesian

ISSN: 2988-5027

Abstract/Notes: To be truly in service of humanity, we must always approach this work as critically conscious researchers with an understanding that our work is not only to improve our classrooms but also to examine systems of power and privilege, with the end goal of creating more collaboration and equity between and within diverse communities. In this situation, I'd bring in analysis by asking the following: * How does the observed behavior reflect the school culture? * Where do I observe put-downs or an emphasis on competition in broader society? * How/where does the child's plane of development come into play? * How am I defining ways to be "good" for my students ? * Where are my blind spots? * How might positional power be at play here? To prepare for accountability/allyship in this scenario, I'd begin by asking the following: * What are my patterns of thought or behavior as it relates to mathematics teaching and learning? * Are my patterns of thought or behavior as it relates to mathematics teaching and learning informed by internalized inferiority, or privilege and dominance? * How can I use my understanding of the above questions to move my students forward in their learning? [...]connecting social justice and culture helps to address other critical societal issues such as stereotype threat in science and math (Maloney et al., 2013; Regner et al., 2014).

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

Abstract/Notes: The Ontario Human Rights Commission's inquiry into how reading (an essential human right) is taught in Ontario schools revealed that Ontario’s public education system is “failing students...by not using evidence-based approaches to teach them to read.” This thesis aimed to address this failure by proposing Montessori language curriculum as a viable alternative to the current (ineffective) practices. The validity of both the new Ontario language curriculum and the Montessori language curriculum were assessed through the use of The Reading League’s Curriculum Evaluation Guidelines (CEG) and their associated workbook. The Ontario language curriculum was found to be lacking, particularly in terms of its lack of clarity, and guidance with regards to practical implementation. The Montessori language curriculum on the other hand was found to meet or surpass the Ontario Human Rights Commission’s recommendations, and in a way that can tangibly be understood and implemented. In light of these findings, Ontario school boards should seriously consider adopting Montessori language curriculum, in whole or in part, to address the systemic reading crisis. All educational stakeholders have a role to play in safeguarding children’s right to read.

Language: English

Published: Tampere, Finland, 2024

Language: English

Abstract/Notes: As an influential educator in the twentieth century, Montessori created education method which has been applied in many countries around the world, including Vietnam. Applying the Montessori method has many advantages such as the education promotion policies of the Communist Party of Vietnam and the State, an easy-to-receive mentality as well as the variety and diversity of documents. However, applying Montessori method also faces disadvantages such as the shortage and non-uniformity of facilities and teachers; the suitability and compatibility with local education and scientific assessments on the effects and impacts of this education method in Vietnam.

Language: English

ISSN: 2378-702X