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Book Section
Creating Peace by Restoring Relationships for Hawai'i's Imprisoned Women with Cooperative Learning and Restorative Justice
Available from: Springer Link
Book Title: Restorative Justice: Promoting Peace and Wellbeing
Pages: 157-173
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Abstract/Notes: This chapter describes the development and implementation of a programme providing higher and continuing education for imprisoned women in Hawai‘i. The purpose of the chapter is to show how the programme, which was based on principles of restorative justice and peace education, connects to and illustrates peace psychology. The programme consists of educational and restorative components. The education component provides women with opportunities to increase self-efficacy and personal agency. The project design motivates inner and relational peace by applying Montessori’s peace education and cooperative learning theories. The restorative re-entry planning process increases respect, empathy, and redemption. The value of respect advanced by Montessori and restorative justice is embedded in the project. Through cooperative learning and restorative re-entry planning practices, the women build supportive and peaceful relationships both internally and relationally to help decrease the structural violence that they have experienced. This chapter describes research supporting education for incarcerated women to address structural violence. The chapter includes an explanation of concepts and applications of cooperative learning and restorative re-entry planning circles and discusses their effectiveness in generating inner and relational peace. This chapter describes how education can increase incarcerated women’s personal agency, self-efficacy, and confidence, creating inner and relational peace, leading to successful re-entry and decreased domestic violence. The program addresses the connection between lack of personal agency and domestic violence, problems shared by many women, incarcerated and otherwise, throughout the world. The programme, created and conducted in Hawai‘i, could be replicated by other correctional institutions.
Language: English
Published: Cham, Switzerland: Springer, 2022
ISBN: 978-3-031-13101-1
Series: Peace Psychology Book Series
Report
Looping: Supporting Student Learning through Long-Term Relationships
Available from: ERIC
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Abstract/Notes: Looping refers to the increasingly common practice of keeping groups of students together for two or more years with the same teacher. This booklet, first in a series of "Themes in Education" provides information on the educational practice of looping and includes selected current references on the topic. The booklet outlines the history of this practice, delineates its operating principles, differentiates looping from multi-age placement, and describes the academic and social benefits of the practice. Using a question and answer format, the booklet also answers questions commonly asked by parents, students, teachers, and administrators about looping. The booklet concludes with a description of the responsibilities and mission of the Northeast and Islands Regional Educational Laboratory at Brown University. Contains 32 references. (KB)
Language: English
Published: Providence, Rhode Island, 1997
Article
Relationships
Publication: AMI/USA News, vol. 18, no. 2
Date: May 2005
Pages: 8
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Language: English
Master's Thesis
Montessori yönteminin anaokulu çocukların akran ilişkilerine ve akran tepkilerine etkisinin incelenmesi / Examination of the effect of Montessori method on peer relationships and peer reactions of preschool children
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Middle East, Montessori method of education, Preschool children, Social development, Social emotional learning, Turkey, Western Asia
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Abstract/Notes: In this research, it has been seek the answer for the question of "Are the peer relations and the peer reaction preferences of the children who are educated according to the Montessori Method and MoNE Pre-School Education Program different?" For this purpose, this research conducted with 30 pre-kindergartens were trained according to the Montessori Method, and 31 pre-school children from a kindergarten were trained according to the MoNE Program in Konya. The research is semi-experimental study based on pre-test and post-test models with experimental and control groups. ''Selçuk Peer Relations Rating Scale'' and ''Challenging Situation Test'' were used as data collection tools in the research. Data obtained from the study were analyzed with SPSS 17.0 program. As a result of this study, according to Selçuk Peer Relations Rating Scale, it has seen that the problem solving skills of the experimental group children are lower than the control group children in the posttests. In the pretest and posttest comparisons of the children in the experimental group, the problem solving abilities decreased in the posttest. The control group showed that the children 's attenuation levels increased in the posttest, and the problem solving skills pretest scores increased significantly in the posttest. According to posttest scores of Challenging Situation Test, second case, the control group children reacted more prosocial and the children in the experimental group reacted more avoidant. Third case, children who prefer the sad emotional reaction expected in the pre-test were seen to prefer angry and neutral response in the post-test. / Bu araştırmada, "Montessori yöntemiyle eğitim alan okul öncesi çocuklarla MEB Okul Öncesi Eğitim Programı'yla eğitim alan çocukların akran ilişkileri ve akran tepki tercihleri farklılaşmakta mıdır?" sorusuna cevap aranmıştır. Bu amaçla, Konya iline bağlı Montessori yöntemiyle eğitim veren bir bağımsız anaokulundan 30, MEB Okul Öncesi Eğitim Programı'yla eğitim veren bir bağımsız anaokulundan 31 okul öncesi dönemdeki çocukla araştırma yürütülmüştür. Araştırma, deneysel araştırma türlerinden yarı deneme modeli içerisinde yer alan eşitlenmemiş kontrol gruplu çalışmadır. Araştırmada veri toplama aracı olarak "Selçuk Akran İlişkilerini Değerlendirme Ölçeği" ve "Akran Tepki Testi" kullanılmıştır. Araştırmada toplanan veriler SPSS 17.0 programıyla analiz edilmiştir. Araştırma sonucunda, Selçuk Akran İlişkilerini Değerlendirme Ölçeği problem çözme alt boyutunun sontest karşılaştırmasında deney grubu çocukların kontrol grubu çocuklara göre problem çözme becerilerinin daha düşük olduğu görülmüştür. Deney grubu çocukların öntest – sontest karşılaştırmasında ise problem çözme becerilerinin sontestte düştüğü görülmüştür. Kontrol grubu çocukların çekingenlik düzeylerinin sontestte arttığı, problem çözme boyutunda öntest puanlarının sontestte anlamlı düzeyde arttığı görülmüştür. Akran Tepki Testi sontest bulgularına göre ikinci olay karşısında kontrol grubu çocukların daha çok prososyal, deney grubundaki çocukların ise daha çok kaçınmacı tepki tercih ettiği görülmüştür. Üçüncü olay karşısında ise öntestte beklenen üzgün duygusal tepki tercih eden çocukların sontestte kızgın ve nötr tepki tercih ettikleri görülmüştür.
Language: Turkish
Published: Konya, Turkey, 2017
Article
Teacher-Child-Parent-Relationships
Publication: The National Montessori Reporter, vol. 5, no. 5
Date: Dec 1981
Pages: 13
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Language: English
Undergraduate Honors Thesis
Montessori Schools: How and Why Do They Impact Student Relationships and Communication Skills?
Available from: Portland State University
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Abstract/Notes: Montessori schooling, created by physician and educator Maria Montessori, is a well-known alternative to the traditional style of teaching. Many researchers have focused on how the Montessori method can produce successful and well-rounded students, not only academically, but within the social realm as well. What is less known is the extent to which Montessori impacts the social development of children and their forming of peer relationships and why it does so. After looking into and discussing the previous literature written on this topic, this thesis project utilizes reviews with two individuals with experience in the primary level Montessori setting to further understand how the Montessori method can possibly benefit the students socially and draw connections between teacher experience and scholarly research. It was discovered that the responses of the participants generally paralleled the claims of previous literature, with specific emphasis being placed on the sense of responsibility and ownership students held in the environment and the reduction of the teacher’s role in constructing how students utilize the environment and interact with one another.
Language: English
Published: Portland, Oregon, 2022
Article
Multi-Year Teacher/Student Relationships Are a Long-Overdue Arrangement
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 77, no. 5
Date: Jan 1996
Pages: 360-361
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Language: English
ISSN: 0031-7217
Article
Social Justice: A Question of Relationships
Publication: The Catechesis of the Good Shepherd, vol. 4
Date: 1987
Pages: 5–7
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Language: English
Doctoral Dissertation
Relationships Between Theory and Practice in London Montessori Pre-Schools
Available from: British Library - EthOS
England, Europe, Great Britain, Montessori method of education - Evaluation, Northern Europe, United Kingdom
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Abstract/Notes: This study undertook to investigate the practical application of the Montessori method in London Montessori pre-schools, and how this relates to the individual teacher's interpretation of the theory underpinning the method. This entailed an examination and analysis of the understanding and attitudes of teachers towards the practicalities of Montessori theory, as well as the relationship between that interpretation and the subsequent practice. Hence the key research aimed to determine the position and attitudes of a selection of Montessori teachers in schools today...
Language: English
Published: Brighton, England, 1993
Article
Fostering Community through 'Brother-Sister' Relationships in the 6-9 Classroom
Publication: Public School Montessorian, vol. 19, no. 3
Date: Spring 2007
Pages: 20
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Language: English
ISSN: 1071-6246