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Article
Design and Validation of Learning Sequences of PGSD Sanata Dharma University Student to Teach the Fraction Concept for Primary Student Using Montessori Manipulatives
Available from: Institute of Physics
Publication: Journal of Physics: Conference Series, vol. 1470
Date: 2020
Pages: 012083
Asia, Australasia, Efficacy, Indonesia, Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: Fraction concept is one of the learning problems that often occurs in elementary students. Elementary student’s misconceptions can be caused by teacher’s misconceptions. PGSD students are teacher candidates, so they must have the correct concept then they can teach the concept of fractions correctly too. Learning must be an inspiration for students when they become teachers later. One medium that can be used to teach fraction concepts is media based on Montessori. Local culture can support the use of Montessori media. This study aims to design and validate the learning sequence of PGSD Students in using Montessori media, to develop design principles to teach fraction concepts in elementary school students. The approach in this research is design research which includes three phases, namely design, trial and assessment. In the design phase, researchers formulate students’ prior knowledge and learning objectives. This is used as the basis for the sequence of learning. This stage of learning is evaluated in a repeat trial phases, the hypothesis design principle is developed and from which the learning stages are redesigned. The results of the assessment phase, together with the experience of the previous cycle and research review, are used to perfect the design principles of the student’s learning sequences so they can teach the concept of fractions correctly. From: The 7th South East Asia Design Research International Conference (SEADRIC 2019) 25-27 July 2019, Yogyakarta, Indonesia
Language: English
DOI: 10.1088/1742-6596/1470/1/012083
ISSN: 1742-6596
Article
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 3, no. 1
Date: 2007
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.
Language: English
DOI: 10.21977/D93110059
ISSN: 1932-7528
Article
Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life
Available from: Springer Link
Publication: Higher Education, vol. 59, no. 3
Date: 2010
Pages: 353-366
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Abstract/Notes: The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.
Language: English
DOI: 10.1007/s10734-009-9252-7
ISSN: 1573-174X
Article
Materials for Older Students: Teen-Aged Students Succeed Using Montessori Methods
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 2
Date: Winter 1996
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
What Happens After Montessori? What Parents, Students, and Teachers Believe About the Success of Former Montessori Elementary Students in Junior High School
Publication: Montessori Life, vol. 10, no. 4
Date: 1998
Pages: 45–47
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Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
The Effects of Peer Collaboration on Students’ Writing Skills and Their Attitude Towards Writing in a Hybrid Montessori Classroom of Second and Third Grade Students
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The purpose of this technology-integrated research is to understand the effects peer collaboration has on students writing skills on 2nd and 3rd graders in a virtual setting. The research took place over five weeks in a lower elementary classroom in a private Montessori school in New England area. The population included 18 students ages 8 to 9. Students participated in a 5-week intervention process, working in groups of 3 on peer collaboration, sharing ideas, and creating group written work. The findings indicate an overall beneficial effect on children’s attitude towards writing, leading to better writing skills and communication skills. Collaborative writing in a technology-integrated platform positively impacted students’ typing skills. Continued research is necessary to assess additional domains such as cognitive improvement, vocabulary effects, and students’ specific writing skills.
Language: English
Published: St. Paul, Minnesota, 2021
Doctoral Dissertation
A Comparison of Student Achievement, Student Self-Concept, and Parental Attitude Toward Traditional and Montessori Programs in a Public School Setting
Available from: University of North Texas Digital Library
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Abstract/Notes: This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district. Academic pretest and posttest data include scores on the Bilingual Syntax Measure, Metropolitan Readiness Tests, California Achievement Tests, and the Iowa Test of Basic Skills. The McDaniel-Piers Young Children's Self Concept Scale and the Parent Opinion Survey were also administered. A two-way analysis of covariance was used to analyze pretest and posttest academic achievement and self-concept scores, and to test for possible interaction between the programs and the sex variable. The pretest score was used as the covariate. The means of both parent groups were analyzed using the t test for two independent samples. The .05 level of significance was used to test each hypothesis. First-grade traditional students had significantly higher academic achievement scores than first-grade Montessori students. A significant interaction effect at the first-grade level revealed that traditional males had the highest adjusted mean score for academic achievement and Montessori males had the lowest adjusted mean score. Second-grade traditional students showed a significant increase over second-grade Montessori students in self-concept. No significant difference was found in the attitude of parents of students enrolled in both programs. Conclusions based on this investigation are that more similarities than differences are evident between the two programs, differences in academic achievement and interaction effects and sex appeared at only one grade level, differences in self-concept appeared at only one grade level, and parent attitudes are similar. Recommendations include continuation of the Montessori program evaluation and replication using a larger population, different grade levels, and different socioeconomic levels.
Language: English
Published: Denton, Texas, 1982
Master's Thesis (M. Ed.)
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: Library and Archives Canada
Mathematics education, Montessori method of education - Evaluation
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized, particularly in the area of Montessori education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3 to 5-years-old were selected and randomly placed in one of two groups. The experimental treatment was an "in-house" music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. This program was designed from appropriate early childhood educational pedagogies and was sequenced in order to teach concepts of pitch, dynamics, duration, timbre, and form. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 to determine if the independent variable, music instruction had any effect on students' mathematics test scores, the dependent variable. The results showed that subjects who received music enriched Montessori instruction had significantly higher mathematics scores. When compared by age group, 3 year-old students had higher scores than either the 4 or 5 year-old children.
Language: English
Published: Windsor, Ontario, Canada, 2005
Article
The Key of the Adult in the Development of Extended Interests
Publication: AMI/USA News, vol. 12, no. 4
Date: Oct 1999
Pages: 5
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Language: English
Article
The Effects of Young Children's Team centered Problem-Based Learning Strategies on the Self-Efficacy and Academic Interests in Young Children's Mathematics / 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 미치는 효과
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 17, no. 1
Date: 2012
Pages: 37-53
Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: The purpose of this study was to examine the effects of young children's team centered problem-based learning strategies(team centered PBL) on the self-efficacy and academic interests in young children's mathematics. For these purposes, the data were collected by questionnaire from 27 young children living in S-city. They were respectively assigned to experimental group and comparative group. The experimental group was trained four weeks with the 12th sessions through the team centered PBL. Before administrating the experimental procedure, both groups took the pretest for measuring their self-efficacy and academic interests. After the experimental sessions, they also took the posttests to measure both of them. The major results of this study were as follows: First, the experimental group trained through the team centered PBL strategies has got higher scores on the self-efficacy questionnaire than the comparative group. Second, the former which got higher scores on the self-efficacy also gained more scores on academic interests test than the latter. In light of these results, it suggests that young children's self-efficacy in the kindergarten could be acquired through team centered PBL strategies. / 본 연구의 목적은 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 어떤 영향을 미치는지를 밝혀내는 것이다. 이를 수행하기 위해 경기도 S시 소재의 H유치원만 5세반 실험집단 14명에게 4주 동안 총 12차시에 걸쳐 유아 수학 관련 모둠별 문제중심 학습전략을 실시하였다. 모둠별 문제중심 학습전략이 종료된 후에 유아 수학 관련 자기효능감검사와 학습흥미검사의 결과를 비교집단 13명의 결과와 비교 분석하였다. 본 연구에서 밝혀진 주요 결과로는 첫째, 모둠별 문제중심 학습전략을 받은 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 자기효능감 점수가 유의미하게 높았다. 둘째, 모둠별 문제중심 학습전략으로 자기효능감이 높아진 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 학습흥미에서도 유의미하게 높았다. 이 같은 연구결과는 수업시간에 유아들에게 수학 관련 모둠별 문제중심 학습전략이 제공될 경우, 유아들의 수학 관련 자기효능감과 학습흥미가 향상될 수 있음을 의미한다. 따라서 유아들의 수학 관련 자기효능감과 학습흥미 향상을 위해 모둠별 문제중심 학습전략을 적용해 볼 필요성이 있을 것이다.
Language: Korean
ISSN: 1226-9417