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Master Thesis
Evaluation of the Early Childhood Education Curriculum Developed in 2013 According to Analytical Curriculum Evaluation Model
Available from: Middle East Technical University
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Abstract/Notes: The study aims to evaluate the early childhood education curriculum developed in 2013 using Demirel’s analytical curriculum evaluation model through preschool teachers’ views. The mixed research method was utilized in this study. The participants of the study consist of preschool teachers working in independent public pre-school affiliated with the Ministry of National Education Ankara/ Turkey. The quantitative data consisted of 203 preschool teachers’ responses selected from all districts of Ankara using a stratified sampling method, while the qualitative data consisted of 10 preschool teachers’ responses who volunteered to participate interview. The data of the study were collected through a questionnaire and semi-structured interview form. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed through content analysis. After analyzing the quantitative and qualitative data separately, they were reported in the results section in line with the research questions. The findings of this study revealed that preschool teachers have both positive and negative views about the early childhood education curriculum. As a result of the study, preschool teachers expressed positive views regarding the clarity, comprehensibility, and flexibility of the 2013 early childhood education curriculum they applied, while negative views arose about the existence of a single curriculum for different age groups, lack of resources, limited applicability for all environment, and inadequacy addressing 21st-century skills and new education trends in today's conditions. Additionally, views have been expressed advocating for a longer duration of early childhood education for 5-year-old children.
Language: English
Published: Ankara, Turkey, 2023
Article
NCME Magazine Gets New Design
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 13, no. 2
Date: Winter 2001
Pages: 28
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Language: English
ISSN: 1071-6246
Article
Supporting Self-Directed Learning in a Project-Based Embedded Systems Design Course
Available from: IEEE Xplore
Publication: IEEE Transactions on Education, vol. 63, no. 2
Date: 2020
Pages: 88-97
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Abstract/Notes: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students' self-directed learning. In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive-deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.
Language: English
ISSN: 1557-9638
Article
Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 126, no. 4
Date: 2020
Pages: 499-518
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Abstract/Notes: A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, underenrolled middle school that underwent a dramatic shift when becoming a magnet school focused on DT. We explain the intentional leadership actions that facilitated structural and cultural changes, including building a collaborative leadership structure. Interactions between the principal and the teachers led to the emergence of practices that supported innovation schoolwide. At the same time, internal and external challenges rooted in the grammar of schooling arose, requiring educators to respond to sustain the momentum for change. Implications for policy and practice are discussed.
Language: English
DOI: 10.1086/709510
ISSN: 0195-6744, 1549-6511
Article
Maria Montessori Meets Rube Goldberg: Norwalk Middle School [Connecticut] Wins MIT Design Contest
Publication: Public School Montessorian, vol. 20, no. 4
Date: Summer 2008
Pages: 1, 22
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Language: English
ISSN: 1071-6246
Article
Envisioning a School: Design Students at Work in Savannah [Georgia]
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Designing the Peaceful Classroom
Publication: Public School Montessorian, vol. 19, no. 4
Date: Summer 2007
Pages: 4
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Language: English
ISSN: 1071-6246
Article
What Would Maria Assess? Denver's Denison School Designs Own Report
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 1, 27
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Language: English
ISSN: 1071-6246
Article
The Architecture of 'Flow': Observations on What We Know About Learning and How to Design Spaces Where It Happens
Publication: Public School Montessorian, vol. 16, no. 2
Date: Winter 2004
Pages: 14-15
Architecture, Design, Learning environments, Public Montessori
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Language: English
ISSN: 1071-6246
Article
A Futuristic Design Vision of Tangible User Interfaces on Enhancing Montessori
Available from: Taylor and Francis Online
Publication: Interactive Learning Environments, vol. 31, no. 8
Date: 2023
Pages: 4940-4955
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Abstract/Notes: Montessori considers as an effective method that is commonly used in nurseries to improve the mental performance and develop the cognitive skills toward children. Tangible user interfaces (TUI) is an effective tool that allows interaction with physical objects in a way that makes this interaction augmented through embedded computation. This paper proposed a new concept of Montessori, which is Interactive Technological Montessori (ITM) using TUI. It aims to measure the impact of using TUI on enhancing the effectiveness of Montessori and make a new futuristic design vision for Montessori activities to motivate children positively. The findings of this paper revealed that Merging TUI with ITM has a great potential to increase the efficiency of Montessori. In addition to considering the appropriate design principles and Multi aging group work help children to be motivated positively to interact with the Montessori activities.
Language: English
DOI: 10.1080/10494820.2021.1987275
ISSN: 1049-4820