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Master's Thesis
Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study examines the differences between Montessori guides and public-school teachers regarding their knowledge and implementation of inclusive practices in the classroom using the Theory of Planned Behavior (TPB). TPB claims that perceptions of attitudes, subjective norms, and behavioral control predict intentions to engage in a particular behavior. The present research utilized a mixed-methods approach to assess participants’ personal definitions of inclusive education and predict intention to perform inclusive practices from teachers’ attitudes, subjective norms, and perceived behavioral control. Because public-school teachers are required to attend training, they were predicted to be more knowledgeable than Montessori guides about inclusive practices. Sixty-six teachers participated, but contrary to predictions, definitions provided by both public-school teachers (n = 35) and Montessori guides (n = 31) indicated poor understanding of inclusion with no differences between groups. Analysis of the TPB variables revealed significant differences in attitudes with Montessori guides expressing more positive attitudes than public-school teachers. Qualitative analyses supported this result as Montessori guides used more positive emotional terms in their definitions than public-school teachers who used more neutral terms. Multiple regression analysis showed that the TPB model predicted intention to perform inclusive practices (R2 = .73) with only perceived behavioral control and past behavior statistically significant predictors. These results indicate that despite positive attitudes, participants may lack sufficient, concrete understanding of strategies that would allow them to carry out inclusive practices. Results revealed that training is needed to clarify the definition of inclusion and provide actionable tasks for implementing inclusion in the classroom.
Language: English
Published: Killeen, Texas, 2021
Article
Beginning Reading Instruction: Application of Theory and Research to Practice
Available from: Macrothink Institute
Publication: International Journal of Linguistics, vol. 15, no. 2
Date: 2023
Pages: 1-24
Montessori method of education, Reading, Reading - Instruction and study, Teachers, Teaching
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Abstract/Notes: Learning theories are important as beginning reading teachers strive to meet the diverse needs of many kinds of learners. This article explores the learning principles of three theoretical experts (a) Jean Piaget, (b) Lev Vygotsky, and (c) Maria Montessori. The paper demonstrates the application of these experts’ theories related to constructivism and pragmatism educational philosophies, and the process of teaching young children to read. It is concluded, decades of relevant learning theory and beginning reading research exist. It is now time for application of theory and research, bridging what we know into our classroom practice.
Language: English
ISSN: 1948-5425
Master's Thesis
Goal Orientation Theory and Its Relationship with Motivation in the Elementary Classrooms of the Montessori Public Schools Project in Puerto Rico / La Teoría de Orientación a la Meta y su Relación con la Motivación en los Talleres de Elemental del Proyecto de Escuelas Públicas Montessori en Puerto Rico
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Goal Orientation Theory focuses on the types of goals that individuals pursue, and analyzes the influence of school structures on student motivation and learning. This research used the explanatory sequential design of mixed methods to identify the elements and teaching strategies present in the Upper Elementary classrooms of the Puerto Rico Montessori Public Schools Project used by their teachers that explain the perception of their students as environments that promote mastery goal orientation. In the quantitative phase, a questionnaire was administered to students of nine classrooms to identify their personal goal orientation and their perception of the goal structure of their learning environments. In the second phase of the study, the analysis of the quantitative data collected in the first phase of the study was used to identify three classrooms with varying degrees of mastery goal orientation structure. Through a qualitative approach, the elements and teaching strategies that promote a structure related to the mastery goal, as perceived by their students, were identified through individual interviews with their teachers. The findings point to the Upper Elementary classrooms as environments oriented mainly to the mastery goal and identify and describe strategies and elements in them that promote and reinforce this orientation in their students. Alternate abstract: La Teoría de orientación a la meta se enfoca en los tipos de meta que los individuos persiguen, y analiza la influencia de las estructuras escolares en la motivación y aprendizaje estudiantil. Esta investigación utilizó el diseño secuencial explicativo de métodos mixtos para identificar los elementos y las estrategias de enseñanza presentes en los ambientes de Taller II (9–12 años) del Proyecto de Escuelas Públicas Montessori de Puerto Rico utilizadas por sus guías que explican la percepción de sus estudiantes como ambientes que promueven la orientación a la meta de aprendizaje (mastery goal orientation). En la fase cuantitativa se administró un cuestionario a estudiantes de Taller II para identificar su orientación de meta personal y su percepción sobre la estructura de metas de sus ambientes. En la segunda fase del estudio se utilizó el análisis de los datos recopilados en la primera fase del estudio para identificar tres ambientes con distintos grados de orientación a la meta de aprendizaje. A través de un acercamiento cualitativo se identificó, mediante entrevistas individuales a sus guías o maestras, los elementos y las estrategias de enseñanza que promueven una estructura relacionada a la meta de aprendizaje. Los hallazgos señalan a los Talleres II como ambientes de aprendizaje orientados mayormente a la meta de dominio, e identifica y describe estrategias y elementos en ellos que promueven y refuerzan esta orientación en sus estudiantes.
Language: Spanish
Published: Río Piedras, Puerto Rico, 2022
Article
Educational Meetings; The Montessori Method; "The Theory of the Primrose Path"
Publication: The Times (London, England)
Date: Jan 11, 1913
Pages: 11
Conferences, England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Northern Europe, United Kingdom
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Language: English
ISSN: 0140-0460
Article
American Theory
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jun 18, 1965
Pages: 1885
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Language: English
ISSN: 0040-7887
Book
Beobachtung in der Montessori-Pädagogik: Einführung in Theorie und Praxis [Observation in Montessori Pedagogy: Introduction to Theory and Practice]
Montessori method of education - Criticism, interpretation, etc., Observation (Educational method)
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Abstract/Notes: Das Buch zeigt Wege auf, wie Kinder im ganzheitlichen Lernen individuell in ihrem Entwicklungsprozess begleitet und gefördert werden können. Ausgehend von den klassischen Sinnesmaterialien und den Übungen des praktischen Lebens werden Variationen und adaptierte Materialien gezeigt, die das Kind anregen. Theoretische Grundlagen und Erfahrungen aus der Praxis geben konkrete Hinweise, wie etwas auf ganz unterschiedliche Weise dargeboten und erfasst werden kann. [The book shows ways in which children can be individually accompanied and encouraged in their development process in holistic learning. Based on the classic sensory materials and practical life exercises, variations and adapted materials are shown that stimulate the child. Theoretical foundations and practical experience provide concrete indications of how something can be presented and grasped in very different ways.]
Language: German
Published: Freiburg im Breisgau, Germany: Herder, 2014
ISBN: 978-3-451-32789-6
Series: Montessori-Praxis (Herder)
Article
The Pedagogical Theory and Practice of Maria Montessori
Available from: Taylor and Francis Online
Publication: Russian Social Science Review, vol. 33, no. 4
Date: Jul/Aug 1992
Pages: 79-92
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Abstract/Notes: "It seems to me that we have been wrong to discard Montessori altogether …," said Nadezhda Konstantinovna Krupskaia at a Moscow gathering of teachers of zero-level groups in 1931. It is worth recalling that Nadezhda Konstantinovna more than once drew the attention of preschool upbringing theoreticians and practitioners to the necessity of making a critical study of the pedagogical views and pedagogical experience of Froebel and Montessori. It was indisputable that they were engaged in "arch-bourgeois preschool upbringing"; nevertheless, it would be worthwhile to "borrow those things that are useful to us." But what is "useful to us" in the theory and practice of Montessori? This is the question that we will attempt to answer.
Language: English
DOI: 10.2753/RSS1061-1428330479
ISSN: 1061-1428
Article
The Montessori Theory in the "No Schoolbag" Model. Formativity of Materials and of the Educational Environment
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 93-104
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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
Article
Multiple Intelligence Theory Proves Helpful to Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 1
Date: Fall 1996
Pages: 28
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Abstract/Notes: Letter to the editor.
Language: English
ISSN: 1071-6246
Article
The Montessori System in Theory and Practice [book review]
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 76, no. 7
Date: Sep 26, 1912
Pages: 328
Book reviews, Montessori method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 0022-0574, 2515-5741