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Article
Peran Musikalisasi Puisi Dalam Meningkatkan Kosakata Siswa Tunarungu di SLB-B Frobel Montessori [The Role of Musicalization of Poetry in Increasing the Vocabulary of Deaf Students in SLB-B Frobel Montessori]
Available from: Prime Identity House
Publication: SUBSERVE: Community Service and Empowerment Journal, vol. 2, no. 1
Date: 2024
Pages: 8-17
Asia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Southeast Asia
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Abstract/Notes: Kurangnya perbendaharaan kosakata dan ketidakmampuan dalam mengucapkan suatu kata merupakan tantangan signifikan bagi siswa tunarungu, dimana keduanya menjadi elemen krusial dalam proses komunikasi. Tujuan dari Program Kreativitas Mahasiswa (PKM) dalam bidang pengabdian kepada masyarakat ini adalah memanfaatkan musikalisasi puisi untuk meningkatkan kosakata siswa tunarungu di SLB-B Frobel Montessori yang dibantu dengan media ajar berbentuk flashcard. Metode yang digunakan berupa ceramah, demonstrasi, dan praktik serta penggunaan media ajar flashcard. Metode penelitian ini adalah penelitian kuantitatif dalam bentuk Pre-Experimental Design dengan jenis One Group Pretest-Posttest. Hasil menunjukkan bahwa pengujian data melibatkan uji hipotesis telah sesuai diterapkan pada siswa tunarungu dan diharapkan dapat efektif meningkatkan kosakata mereka. Dengan demikian, program PKM pengabdian masyarakat berhasil memecahkan masalah siswa tunarungu dalam meningkatkan kosakata.
Language: English
ISSN: 3021-7059
Article
Conference of Montessori Students
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jun 18, 1927
Pages: 282
England, Europe, Great Britain, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Northern Europe, Teacher training, United Kingdom
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Language: English
ISSN: 0040-7887
Article
Using Storytelling as a Strategy to Teach Indonesian to the First Grade Students of CHRISTMAS Elementary School Kupang in Academic Year 2022/2023
Available from: Academic Journal of Educational Sciences
Publication: Academic Journal of Educational Sciences, vol. 7, no. 1
Date: Jun 2023
Pages: 50-57
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Abstract/Notes: The world of education in Kupang is improving to implement an education system that is considered capable of meeting global challenges. Starting from the design of curriculum, the application of English in daily life, to the learning methods adapted to the implementation of primary and secondary education in developed countries. Christian Montessori School (CHRISTMAS) is one of the International schools in Kupang. The use of English in daily life both in class and during recess at school from kindergarten, elementary school to junior high school is very helpful for children facing global challenges. The aims of this research are formulated as follows (i) to identify strengths and weaknesses of using storytelling as a strategy to teach Indonesian of CHRISTMAS elementary school Kupang in academic year 2022/2023.(ii) to identify opportunities and threats of using storytelling as a strategy to teach Indonesian of CHRISTMAS elementary school Kupang in academic year 2022/2023. The subjects of this study were the first grade students of CHRISTMAS elementary school Kupang. The Researcher collects data by observing, interviewing, and analyzing documents. After that, the researcher did a reflection of the teaching strategy. Based on the result of this research, the researcher found that there are some strengths, weaknesses, opportunities, and threats to using storytelling as a strategy to teach Indonesian to the first grade students of CHRISTMAS elementary school Kupang. So the result of this study was applied by students filling out the answer sheets first to express their main ideas. Students will learn the lesson using English in the classroom. Keywords: storytelling, elementary school, first grade students, strengths and weaknesses, opportunity and threats. ? CITATIONS ? Total citations ? Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio
Language: English
ISSN: 2654-5624, 2654-5969
Book Section
Mathematikleistungen von Schülerinnen und Schülern vierter Klassenin Montessorieinrichtungen und Regelvolksschulen [Mathematics performance of fourth grade students in Montessori institutions and mainstream schools]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 125-147
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen
Master's Thesis (M.A.)
Racial Identity Development in the Early Years: A Montessori Student/Educator’s Autoethnographic Study
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This thesis is a transformative autoethnographic study of a Montessori early childhood educator’s observational notes and personal reflections throughout their master’s program as well as their Association Montessori International Diploma Course. This work is important for the field of early childhood education as it is a study of factors contributing to racial identity development in children under the age of three. Using Critical Race Theory and Critical whiteness Studies, the researcher analyzed collected data, in the form of field notes, memos, observational notes, and developmental summaries to contribute a formula for abolitionist and protective early childhood education practices.
Language: English
Published: Los Angeles, California, 2023
Conference Paper
Effects of Intrinsic and Extrinsic Motivators on Reading Retention in Montessori and Traditional Students
Available from: AERA Online Paper Repository
American Educational Research Association Annual Meeting (2010, Denver, Colorado
Comparative education, Montessori method of education, Motivation (Psychology)
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Abstract/Notes: The current study addresses whether the type of motivator students receive while reading and the school program they attend influences reading retention. Fifth-graders were randomly assigned to read text passages within a context of either intrinsic (learn for fun) or extrinsic (learn to receive a prize) motivators. Retention of the text passage was measured immediately and after a one-week delay. Changes in story recall scores varied as a function of both program type (traditional vs. Montessori) and experimental motivator. Improvement in performance after delay was only evident for Montessori students provided with an intrinsic motivator. The results illuminate how the type of pedagogy and academic motivators a student has been exposed to influence how students approach learning.
Language: English
Published: Washington, D.C.: American Educational Research Association, 2010
Document
Impact of School Pedagogy on the Spatiotemporal Brain Network Dynamics of Student
Available from: Research Square
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Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
Language: English
Published: Sep 21, 2023
Master's Thesis (M. Ed.)
The Effects of Handwork on Montessori Elementary Students
Available from: MINDS@UW River Falls
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Abstract/Notes: The purpose of this study was to examine the effects of handwork (defined as sewing, knitting, crocheting, weaving, etc.) on elementary aged children. Working with our hands provides opportunities to develop physical and mental skills and express creativity, and handwork allows us to be creative and productive. This study was conducted with a class of 22 students in first, second and third grade in a public Montessori school. Using qualitative and quantitative research methods, the study found that within a Montessori elementary school setting, handwork can encourage students to expand on life skills, produce something tangible and practice relaxation, and overall has a beneficial effect on students.
Language: English
Published: River Falls, Wisconsin, 2023
Master's Thesis (M. Ed.)
Sight Word Practice in a Lower Elementary Classroom:The Impact of Daily Sight Word Practice on Student’s Acquisition
Available from: MINDS@UW River Falls
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Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the acquisition of sight words. The study took place in a public charter Montessori school located in the Midwest. The classroom had 25 students ranging from first through third grade. Researchers assessed the daily sight word practice of 8 first graders. The researchers also administered two surveys which were given to the students and families. Each student was assessed using flashcards on the first day of each week and they were then given a list of those five words each week. They were also assessed on the last day of the week using the same flashcards from the first assessment. After six weeks of new words assessed, the students were then measured on 14 of the sight words within sentences. Overall, there was a positive learning experience for all six weeks. The parent survey focused on their knowledge of sight words and how they work on reading and sight words at home. The study shows daily practice of sight words does in fact help with the acquisition. Many parents know what sight words are but would like to learn new strategies about how to teach sight words to their child. The effects of daily practice helps strengthen the students reading skills and help create fluency.
Language: English
Published: River Falls, Wisconsin, 2023
Doctoral Dissertation (Ed.D.)
Assessing Collaboration: How Teachers in Montessori Public Schools Incorporate Collaborative Constructs for Students in Inclusion
Available from: ProQuest - Dissertations and Theses
Inclusive education, Montessori method of education, Montessori schools, Teachers
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Abstract/Notes: The choices for public school education in the United States have evolved over recent years to include public Montessori programs. During this same time frame, special education inclusion practices have become prominent, making collaboration between general and special education teachers an essential piece of serving student needs. The problem addressed in this study was that researchers do not have a clear understanding of how Montessori teachers and special education teachers are collaborating to meet the needs of students in special education in Montessori public schools. The purpose of the study was to explore the ways teachers in Montessori public schools incorporate the practice of collaboration through the identified constructs despite the evident philosophical differences between Montessori education and traditional special education and the demand to support students with special needs. Data sources included in-depth interviews with 10 Montessori and special education teachers and were analyzed to identify patterns related to how teachers collaborate for students in inclusion in Montessori public schools. Findings indicated that time is the underlying barrier for developing deep collaborative relationships and there is a need to establish a plan for collaboration within Montessori public schools for students in inclusion. Recommendations include creation of an Inclusion Professional Learning Community including a map for intended collaboration.
Language: English
Published: Scottsdale, Arizona, 2015