Language: English

ISSN: 0036-8555

Abstract/Notes: This study compared the time use and perceptions of schools, teachers, and friends of approximately 290 demographically matched students in Montessori and traditional middle schools. We used the Experience Sampling Method (ESM) and questionnaires and conducted multivariate analyses showing that the Montessori students (a ) reported more positive perceptions of their school environment and their teachers, and (b ) more often perceived their classmates as friends while at school. ESM time estimates suggested that the 2 school environments were also organized in different ways: Montessori students spent more time engaged with school‐related tasks, chores, collaborative work, and individual projects; traditional students spent more time in social and leisure activities and more time in didactic educational settings (e.g., listening to a lecture, note taking, watching instructional videos). These results are discussed in terms of current thought on motivation in education and middle school reform.

Language: English

DOI: 10.1086/496907

ISSN: 0013-5984

Abstract/Notes: The purpose of this study was to investigate the Montessori teaching and learning environment and suggestion at Boonyasombat Witthaya School, Sawi District, Chumphon Province. The population for the study comprised 34 school personnel, including school administrators, teachers, and assistant teachers. A research instrument was a questionnaire with the reliability of .971. Statistics used in data analysis consisted of percentage, mean,and standard deviation.The findings revealed that the research participants’ comprehension level towards the Montessori teaching and learning environment was at a moderate level in all aspects. When considering each aspect, the results demonstrated that almost all aspects were rated at the highest level. Ranked in descending order by mean of each aspect, the comprehension level results reported as follows: at a moderate level in all aspects. When considering each aspect, the results demonstrated that almost all aspects were rated at the highest level. Ranked in descending order by mean of each aspect, the comprehension level results reported as follows: 1) roles of teachers in Montessori education, 2) learning techniques, 3) Montessori teaching principles, 4) instructional media for language development, and 5) basic knowledge of Montessori approach respectively.

Language: Thai

ISSN: 2697-4487, 2586-8462

Abstract/Notes: An educational building must integrate smart building strategies to ensure indoor environmental quality. Thermal, acoustic, visual comfort and indoor air quality are to be considered, otherwise they can develop the sick building syndrome. Smart buildings solve this potential problem by providing a highly efficient living ambience that includes safety, comfort and a good quality of living/learning/working experience, that helps the users achieve their best possible performance. These buildings should integrate advanced technologies such as automated systems and the implementation of architectural skins, well and functional designed spaces and architectural features that act as active bioclimatic solutions. The following is a case study of an architectural project for an elementary and junior high school academic campus in the state of Nuevo León, Mexico that has to deal with the extreme climate conditions of the location, while applying the best alternative and bioclimatic strategies through the implementation of inmotics, a responsive architectural skin, sustainable construction systems and native vegetation. In doing so, a comprehensive environmentally friendly building is created, taking advantage of the surrounding natural conditions, using the latest environmentally oriented systems and technologies. The result is a healthy, safe, and productive space for its users that greatly benefits the teaching-learning process.

Language: English

DOI: 10.1051/shsconf/202110203003

ISSN: 2261-2424

Abstract/Notes: The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Scholè, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.

Language: English

DOI: 10.6092/issn.1970-2221/12199

ISSN: 1970-2221

Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.

Language: English

DOI: 10.36260/rbr.v10i11.1527

ISSN: 2256-1536

Language: Spanish

DOI: 10.15359/rca.22-1.5

ISSN: 2215-3896

Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.

Language: English

Published: San Marcos, California, 2022

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.

Language: English

DOI: 10.2466/pr0.1989.65.2.480

ISSN: 0033-2941