Abstract/Notes: This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.
Abstract/Notes: Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey. Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.
Abstract/Notes: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms. Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
Publication: Journal of Islamic Thought and Civilization,
vol. 11, no. 1
Date: 2021
Pages: 1-21
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Abstract/Notes: This article proposes to re-focus education towards morality and universal values, which have always been the traditional aim of education. This paper is designed using a qualitative research method applying content analysis to textual and video materials from a historical and contemporary perspectives. The paper demonstrates morality problems of the current mainstream education systems and how alternative systems are better equipped to inculcate values. It is observed that trans-disciplinary, problem-based and religious education helps build stronger ethical foundation in students regardless of their geographical location or income levels. The article proposes for schools and universities to include community engagement programmes in their curricula, support religious communities through special programmes, and promote values education at all levels not through academic subjects but through studies, research and development of real-life application of ethics at local and international levels. The paper adds value to existing research on ethics and values-based education and calls for further research in the field of education. It is also relevant to policy makers and researchers in public policy disciplines.morality-based education, trans-disciplinary approach, holistic education, universal values, ethics, alternative education
Abstract/Notes: The aim of this study was to determine the effect of teaching Montessori Method on self–concept and motivation of elementary first-grade students in Tabriz. Information was collected on the basis of semi-experimental pretest-posttest research with control group. The population consists of all elementary first grade male students of Tabriz which were 665 schools in 2015-2016 school years. The sample includes 40 primary school pupils (20 in the experimental group and students 20 in the control group) who were selected by multistage cluster random sampling. To collect data, self-motivation Liu, Wang and Parkyn’s questionnaire was used to assess self-concept and motivation for preschool and elementary school age groups. The Montessori method teaching sessions (40 sessions) were conducted on the experimental group and the control group was exposed to traditional and traditional education. After holding Montessori classes sessions and analyzing data with Covariance method, results showed that teaching Montessori Method has been effective on self-concept and motivation of elementary school students. And this method has been able to boost self-image and increase motivation in male students.
Abstract/Notes: John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey's various roles greatly impacted education, and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey's influence on education was evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders & Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners. He was a proponent of student interests driving teacher instruction (Dewey, 1938). With the current educational focus in the United States being on the implementation of the Common Core standards and passing standardized tests and state exams, finding evidence of John Dewey's theories in classrooms today can be problematic (Theobald, 2009). Education in most classrooms today is what Dewey would have described as a traditional classroom setting. He believed that traditional classroom settings were not developmentally appropriate for young learners (Dewey, 1938). Although schools, classrooms, and programs that support Dewey's theories are harder to find in this era of testing, there are some that still do exist. This paper will explore Responsive Classroom, Montessori Schools, Place-Based Education, and Philosophy for Children (P4C), all of which incorporate the theories of John Dewey into their curricular concepts.
Language: English
ISSN: 2159-1474
Article
✓ Peer Reviewed
Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
Abstract/Notes: The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.
A Comparative Analysis Between Montessori and Al-Ghazali’s Perspectives on Child Education [Analisis Komparatif Terhadap Prinsip-Prinsip Al-Ghazali dan Montessori Dalam Pendidikan Kanak-Kanak]
Abstract/Notes: Childhood education goes with a lot of innocence, searching and exploring the environment that surrounds the young learners. The amount of energy and inquisitiveness displayed by children at this tender age is a marble to many parents and teachers alike. This small-scale research represents a sincere attempt to contrastively analyze Montessori and Al-Ghazali’s ideas on child education. The ideas of the two scholars, one from the West and the other from the East, till these days have great significance to their respective communities. In a way, this study should be seen as an initiative undertaken in the absence of a study discussing the differences and commonalities found in the ideas of the two scholars pertaining to child education. By employing the textual analysis method and using Montessori’s principles of child education as the framework, the researchers conducted a comparative analysis. In the course of analyzing the data, the researchers had identified six emerging themes in the ideas of Montessori and Al-Ghazali. The findings have also indicated that the principles of these two prominent scholars either intersect with each other or stand in total isolation.
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Pendidikan kanak-kanak berlakumalalui proses pencariandan penerokaanterhadap persekitaran mereka. Keceriaan dan sifat ingin tahu yang dipamerkan oleh kanak-kanak dalam proses tersebut amatlah penting bagi para ibubapa dan guru Pandangan-pandangan Montessori dan Al-Ghazali tentang pendidikan kanak-kanak telah meninggalkan kesan yang amat penting dalam komuniti Barat dan Timur hingga ke hari ini. Kajian ini dilakukanuntuk membandingkan pandangan kedua-dua cendekiawan ini tentang pendidikan kanak-kanak. Secara tidak langsung, ia boleh dilihat sebagai usaha untuk mengisi kekurangan dalam bidang kajian. Kajian ini menggunakan kaedah analisa tekstual dan prinsip pendidikan kanak-kanak Montessori sebagai rangka kajian. Daripada kajian ini, terdapat enam tema yang boleh digarapkan daripadapandangan kedua-dua cendekiawanyang didapati secara bersilang atau terpisah di antara satu sama lain.
Abstract/Notes: One key characteristic of Montessori classrooms is that children freely choose to engage with whatever they are most interested in. A common concern about Montessori is thus whether students will concentrate on their work throughout the day, and even whether they will actually choose to work at all. We completed 115 observations of children in Montessori Primary classrooms (ages 3-6), coding for children’s concentration and activity across two to three hours in the morning. The best fitting model of concentration across time was a quartic model, including age. This model indicated that 3-year-olds had two bouts of concentration, with a brief period of fatigue mid-morning. Four-year-olds showed an increased ability to concentrate across the entire morning, with minimal indication of fatigue. Five-year-olds showed a higher level of concentration than their younger peers, and were able to concentrate longer than the 3-year-olds, but this was followed by a period of fatigue. These findings are in line with Montessori theory, and suggest that children do freely choose to concentrate on their work. In regard to activities that children chose to do, we found children choose to spend a majority of the time engaged in work. Further, children distributed their time across all areas of the classroom, indicating that choice does not limit their exposure to any one area of learning.
Language: English
Published: Charlottesville, Virginia, 2020
Book
What is Montessori Preschool?
David Kahn
(Author)
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Language: English
Published: Cleveland, Ohio:
NAMTA, 1995
Book
Montessori at Home: A Complete Guide to Teaching Your Preschooler at Home Using the Montessori Method
Heidi Anne Spietz
(Author)
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Language: English
Published: Rossmoor, California:
American Montessori Consulting, 1991
Book
Montessori Geography Curriculum Manual: A Hands-On Sensory-Motor Based Guide for the Montessori and Open Classroom Geared to Preschool and Elementary Grades
Ann Schifrin
(Author)
, Helen Marie Yankee (Author)
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Language: English
Published: Hemet, California:
Education System Publisher, 1988
The role of play in preschool Montessori classrooms
Gale Keppler
(Author)
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Language: English
Published: Anchorage, Alaska, 2009
Article
A Study on the Effect of Montessori-Education Program on Preschooler Multiple Intelligences / 몬테소리 교육프로그램이 유아의 다중지능에 미치는 효과 연구
남수 김
(Author) , 은주 권 (Author)
Publication: 한국보육지원학회지 / Journal of Korean Child Care and Education,
vol. 1, no. 1
Date: 2005
Pages: 59-81
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Abstract/Notes: 본 연구는 유아교육기관의 환경을 구성하는 교육프로그램 중에서 몬테소리 교육프로그램과 다중지능의 관련성을 살펴보고 몬테소리 교육이 유아들의 다중지능에 미치는 영향을 밝힘으로써 몬테소리 교육프로그램의 효율성을 규명하고자 하였다. 본 연구결과는 다음과 같다. 첫째, 몬테소리 교육프로그램은 유아의 다중지능 발달에 효과적인 영향을 미치는 것으로 밝혀졌다. 둘째, 다중지능 하위요인 중에는 몬테소리 교육프로그램이 유아의 음악지능과 신체-운동지능 발달에는 별다른 영향을 미치지 않았으나 논리/수학지능과 공간지능, 언어지능, 대인관계지능, 개인내지능, 자연지능 발달에는 효과적인 영향을 미치는 것으로 밝혀졌다. 이상의 결과를 통해서 볼 때, 몬테소리 교육프로그램은 유아의 다중지능 발달을 도울 수 있는 효과적인 교수방법 중의 하나임을 알 수 있다. 본 연구를 통해 몬테소리 교과과정과 교재는 다중지능의 하위구성요인과 연결되어 있고 다양한 공통적 활동을 하고 있으며, 준비된 환경은 다중지능발달에 효과적인 교육환경임을 밝혀내었다.
Language: Korean
ISSN: 1738-9496
Book Section
Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades
Louise B. Miller
(Author)
, Rondeall P. Bizzell
(Author)
, John Chattin-McNichols
(Editor)
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Abstract/Notes: A video-based modeling handwriting program for lowercase letter formation was embedded in a Montessori preschool phonics curriculum in one of two Montessori classrooms for 16 weeks. Children could view the DVD on request during phonics lesson time. Phonics skill and letter sequencing patterns improved for the children in both classrooms. The children with access to viewing the video-based modeling showed greater improvement in letter legibility. As part of early intervening services, occupational therapy practitioners may be called upon to make recommendations that benefit all the children in a classroom. Video-based modeling was compatible with the Montessori phonics curriculum and effective for this group.