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Book Section

Leistungserziehung im Spannungsfeld bildungspolitischer Forderungen - Qualitätssicherung in Kindergärten und Schulen

Book Title: Leistungserziehung und Montessori-Pädagogik: Chancen und Probleme der Leistungsförderung in einer kinderorientierten Pädagogik

Pages: 17-35

Academic achievement, Educational evaluation

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Language: German

Published: Münster, Germany: Lit, 2001

ISBN: 978-3-8258-5233-7 3-8258-5233-4

Series: Impulse der Reformpädagogik , 5

Article

Meng shi jiaoyu fa dui xueqian ertong shu ren zhi nengli yingxiang yanjiu / 蒙氏教育法对学前儿童数认知能力影响研究 [A Study on the Effects of the Montessori Method on Preschoolers' Cognition of Numbers]

Publication: Xinli Kexue / 心理科学 [Psychological Science], vol. 31, no. 2

Pages: 483-486

Academic achievement, Asia, China, East Asia, Montessori method of education - Evaluation, ⛔ No DOI found

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Abstract/Notes: 本研究通过比较采用不同教育方式的蒙氏组和普通组4~6岁三个年龄段的180名温州地区幼儿园儿童数认知能力以探查蒙特梭利教育方式对学前儿童数认知能力的影响.研究结果表明:(1)幼儿对数的认知成绩都有随年龄发展的趋势;(2)3种不同的认知条件下,采用蒙氏教育法的幼儿认知成绩均优于同年龄阶段普通教育方法下的幼儿;(3)蒙氏组的解题水平均优于普通组;研究结果为蒙特梭利教育方式在中国现行教育体系中是否值得推广提供参考依据. [This study compared the number cognitive ability of 180 kindergarten children in Wenzhou area between the Montessori group and the ordinary group in three age groups from 4 to 6 years old to explore the effect of Montessori education method on the number cognitive ability of preschool children. The results of the study show that: (1) the cognitive performance of children's logarithm has a tendency to develop with age; (2) under three different cognitive conditions, the cognitive performance of children using Montessori education method is better than that of the same age. (3) The problem-solving level of the Montessori group is better than that of the ordinary group; the research results provide a reference for whether the Montessori education method is worthy of promotion in China's current education system.]

Language: Chinese

ISSN: 1671-6981

Article

การพัฒนาทักษะด้านการเขียนของเด็กปฐมวัยโดยใช้สื่อตามแนวคิดการสอน แบบมอนเตสซอรี ชั้นอนุบาลปีที่ 2 โรงเรียนอนุบาลเวียงชัย สำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงราย เขต 1

Available from: Thai Journals Online

Publication: Graduate School Journal Chiang Rai Rajabhat University, vol. 10, no. 2

Pages: 61-72

Anubarn Wiangchai School (Thailand), Asia, Montessori method of education, Montessori schools, Southeast Asia, Thailand, Writing - Achievement

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Abstract/Notes: The purpose of this study aimed to develop the 2nd grade level-preschool students’ Thai writing skills, as well as to investigate the 2nd grade level-preschool students’ abilities in their critical thinking skills, as well as the 2nd grade level-preschool students’ satisfactions toward the implementation of their Thai writing skills through using the Montessori approach–based instructional visual aids in Anubarn Wiangchai School, the Office of Chiangrai Primary Educational Services Area 1. For research methodology, a lesson plan related to Montessori approach-based Thai instructional management, a learning module on the Montessori approach-based Thai writing skills, a test on preschool student’s Thai writing skills, and a questionnaire related to the 2nd grade level-preschool students’ satisfactions toward the implementation of their Thai writing skills through using the Montessori approach–based instructional visual aids, during the frst semester of the academic year 2013, were all conducted with sixteen preschool students. The fndings of the study were as follows: 1. The 2nd grade level-preschool students’ scores of 51.04% obtained before the implementation of Thai writing skills through using the Montessori approach–based instructional visual aids were higher than that of their scores of 96.66% obtained after the implementation of Thai writing skills through using the Montessori approach–based instructional visual aids were all rated at 96.66%; 2. Their scores obtained after the implementation of the Montessori approach–based learning management on their critical thinking skills were higher than that of their pre-implementation; and 3. The 2nd grade level-preschool students’ satisfactions toward the implementation of their Thai writing skills through using the Montessori approach–based instructional visual aids were also rated at a higher level.

Language: Thai

ISSN: 1905-7679

Article

How Well Do Multiage Intermediate Classrooms Foster Successful Learning for Children?

Available from: Taylor and Francis Online

Publication: Educational Forum, vol. 64, no. 1

Pages: 67-74

Academic achievement, Americas, Elementary education, Nongraded schools, North America, United States of America

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Abstract/Notes: A study of a multiage intermediate program (combined grades 3 through 5) revealed that, despite teachers' strong beliefs about developmentally appropriate practices and student-centered methods, they had difficulty putting them into practice. Decision making and classroom planning were teacher centered and often based on national and state standards and proficiency guidelines.

Language: English

DOI: 10.1080/00131729908984727

ISSN: 0013-1725, 1938-8098

Article

Outcomes of Mixed-Age Groupings - Research Highlights

Publication: Dimensions of Early Childhood, vol. 25, no. 2

Pages: 22-28

Academic achievement, Cognitive development, Early childhood care and education, Early childhood education, Literature reviews, Nongraded schools, ⛔ No DOI found

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Abstract/Notes: A review of the literature on mixed-age settings reveals benefits in the areas of social and cognitive development. Research on the psychosocial advantages of mixed-age groupings is less consistent. Factors such as group size, age range, time together, and context-specific curriculum activities may have a relationship to the level of success and positive outcomes for children in multi-age groups.

Language: English

ISSN: 1068-6177

Article

Communicating with the Family for the Child's Best Chance for Success

Available from: ERIC

Publication: NAMTA Journal, vol. 39, no. 3

Pages: 121-129

Academic achievement, Montessori method of education, Montessori schools, Parent participation, Parent-teacher relationships, Teacher-student relationships, ⛔ No DOI found

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Abstract/Notes: Joachim Dattke describes a holistic approach to supporting the needs of the family when a child has a disability. The parent and child benefit from a two-pronged approach: working with doctors, psychologists, and therapists in clinic-based settings, and working with educators in schools and parent-child groups. He defines the importance of developing a personalized learning environment that implements specific aids and attainable objectives for each child. Approaching parents with empathy elicits the change of perspective that is needed for the family to understand how the child sees the world. Professor Dattke gives special appreciation to the Montessori educator who can "identify critical development periods in the child and look for objects and action sequences that the child may be interested in" and who prevent social exclusion by actively involving children in their social environment. [This talk was presented at the NAMTA conference titled "Building the Inclusive Montessori Community," Phoenix, AZ, January 16-19, 2014. Translation and editing assistance provided by Barbara Luborsky and Catherine Nehring.]

Language: English

ISSN: 1522-9734

Article

Het Montessori kindvolgsysteem

Publication: MM: Montessori mededelingen, vol. 23, no. 2

Pages: 23

Academic achievement, Assessment, Montessori method of education, Teacher-student relationships, ⛔ No DOI found

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Language: Dutch

ISSN: 0166-588X

Article

The Effects of Montessori Education: Evidence from Admission Lotteries

Available from: ScienceDirect

Publication: Economics of Education Review, vol. 61

Pages: 19-34

Academic achievement, Europe, Holland, Montessori method of education, Netherlands, Western Europe

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Abstract/Notes: This study investigates the causal effects of Montessori secondary education by exploiting admission lotteries in Dutch Montessori schools. Results from 308 to 625 students indicate that Montessori education provides an alternative way to attain similar outcomes. Montessori students obtain their secondary school degree without delay at the same rate and with similar grades as non-Montessori students, although the route towards the exams is somewhat different. Further, Montessori students show similar levels of motivation and do not score better on various measures of independence, even though these are the main characteristics Montessori education claims to foster.

Language: English

DOI: 10.1016/j.econedurev.2017.09.001

ISSN: 0272-7757

Book Section

A Comparison of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers

Available from: ERIC

Book Title: Current Topics in Early Childhood Education

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Abstract/Notes: Studies from several countries are described in this review of literature pertinent to assigning day care children to multi-age or homogeneous age groups. Three issues are discussed in this regard: (1) What difference does it make how one groups children? The answer is that a profound difference to children, staff, and parents may occur in terms of social environment, curriculum design, success at school, and other factors. (2) What aspects of the child's development are affected by age grouping? The answer is that multi-age grouping positively influences social, emotional, and some learning outcomes, whereas homogeneous grouping seems to produce mastery of academic skills. Success of particular grouping choices depends on the end desired and on the skills of staff members. (3) How does age grouping affect the achievement of preschool goals? The answer to this question ultimately can be provided only by a center's staff and the families being served. Because research is still being conducted on the effects of grouping children under 6 years of age, the decision to place children in multi-age or homogeneous groups depends on program goals, client characteristics, center resources, and staff training and inclinations.

Language: English

Published: Norwood, New Jersey: Ablex, 1982

ISBN: 978-0-89391-109-6

Volume: 4

Article

How Are You Smart?: Multiple Intelligences and Classroom Practices

Publication: NAMTA Journal, vol. 21, no. 2

Pages: 30-43

Academic achievement, Americas, Early childhood care and education, Early childhood education, Montessori method of education, Multiple intelligences, North America, Teacher-student relationships, United States of America

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Abstract/Notes: Claims that each educator must discover the potentials of the learner and build on the individual's specific assortment of strengths. Presents Howard Gardner's theory of multiple intelligences, with practical implications, emphasizing that the intelligences are integrated at the application level by activities and remain separate only at the theory level. (MOK)

Language: English

ISSN: 1522-9734

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