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Article
Examining a Montessori Adolescent Program Through a Self-Determination Theory Lens: A Study of the Lived Experiences of Adolescents
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 1
Date: 2016
Pages: 27-42
Americas, North America, Self-determination, Self-determination theory, United States of America
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Abstract/Notes: This study examined the influence of enrollment on the development of self-determination in a Montessori middle school. Bounded by self-determination and student voice theory, this research was designed to give voice to students, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education.Based on the analysis of narrative major themes indicated the importance of autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student-centered learning environment.
Language: English
ISSN: 2378-3923
Article
Self-Authoring Characteristics of the Montessori School Graduates
Available from: Index Copernicus International
Publication: Kwartalnik Psychologiczny (Warsaw, 1956), vol. 67, no. 1 (whole no. 263)
Date: 2022
Pages: 93-109
Academic achievement, Montessori method of education - Evaluation
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Abstract/Notes: The modern world requires a new mindset for people to enable them to become self-evaluating human beings. Kegan (1994) termed this complex system of mind the self-authorship. This is the ability to generate belief systems and intrapersonal states internally. The self-authorship analyses are culturally diverse. This paper presents two theories, namely the concept of self-authorship by Baxter Magolda (1998, 2001) and Obuchowski’s (2000, 2006) theory of self-authoring personality. The latter remains a framework of the description of central psychosocial attributes for the self-authoring personality of Montessori School graduates. The self-authoring studies of diagnostic character aimed at qualification of the authoring personality standard as well as subjective denotations of authoring attributes of the Montessori School graduates. The study covered 69 former students (56.5% women, 43.5% men) of the state Primary Montessori School in Lublin. The self-authoring personality standard was qualified using The Self-Authoring Personality Questionnaire elaborated by Obuchowski and colleagues (Blachnio & Obuchowski, 2011). The personal denotations conferred on authoring attributes were examined by means of the questionnaire My Experiences based on the adaptation of Self-Confrontation Method by Hermans (1991). The level of self-authoring personality in female and male groups was high and characterised by similar values. In the personal statements the persons being examined described themselves as those who perceive themselves as a source of behaviour and the own aims were object of their projects designed for accomplishment in relation with the other people. As follows from the data, the participants of the study acquired skills indispensable for making individual decisions about themselves and the outer world.
Language: Polish
DOI: 10.31338/2657-6007.KP.2022-2.5
ISSN: 0023-5938, 2657-6007
Article
Avaliação da Autoeducação: construção e validação de instrumento para o Professor Montessoriano [Self-Education Assessment: construction and validation of an instrument for the Montessori Teacher]
Publication: Meta: Avaliação, vol. 6, no. 17
Date: 2014
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Abstract/Notes: Este estudo apresenta a construção e validação de um instrumento de avaliação qualiquantitativo capaz de aferir, concretamente, se os comportamentos dos escolares estao consistentes com os principios filosoficos indicados pelo Sistema Montessori de Educação. O instrumento foi elaborado a partir das dificuldades dos professores em deixar claro como trabalham para desenvolver em suas classes a autonomia da aprendizagem, destacando-se nesse contexto: confianca e competencia; independencia; autonomia; motivação intrinseca; capacidade para lidar com a autoridade externa; responsabilidade com o grupo; preparação academica; cidadãos do mundo. Esses itens nortearam a definicao das categorias do instrumento. A primeira versao foi aplicada em duas classes do Ensino Fundamental no agrupamento de 6 e 7 anos e no de 8 e 9 anos. Os resultados da aplicação e as sugestoes dos professores levaram à construção da versao final. Recomenda-se que a utilização do questionario "Progresso da classe em Processo de Autoeducação" seja registrada por classe de alunos e, depois, em relatorio para toda a instituicao montessoriana, de modo a retratar as conquistas e/ou dificuldades dos alunos.
Language: Portuguese
ISSN: 2175-2753
Article
Teachers' Perceptions of Supporting Pre-School Children in Self-Learning in Montessori Classrooms: A Case Study of Three Saudi Pre-Schools
Available from: Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications
Publication: Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications, no. 37
Date: 2020
Pages: 1-21
Asia, Middle East, Montessori method of education, Perceptions, Preschool children, Saudi Arabia, Teachers - Attitudes, Western Asia
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Abstract/Notes: Teaching at pre-school in Saudi Arabia can involve the use of many types of teaching methods, and the Montessori educational system is one approach that can be used. Over time, this method has gained value and popularity due to its promotion of a self-learning strategy. This current study aims to explore the perceptions of Montessori teachers working in Saudi Arabia about their role in supporting a self-learning strategy for pre-school children. The research sample comprised Montessori teachers working at three schools in Saudi Arabia. Data was collected by undertaking qualitative semi-structured interviews and using an unstructured questionnaire. The interviews was piloted in advanced. The findings show that most of the Saudi pre-school teachers who participated are knowledgeable about teaching the Montessori system in the classroom, and have knowledge of applying the self-learning strategy. However, in practice, their role in supporting children to achieve self-learning is affected by various factors, including: the overall ethos of the Saudi education system, the Ministry of Education’s perceptions about teaching pre-school children using the Montessori system, the teacher’s background and their years of experiences working with pre-school children, and the use of individual education plans for each child.
Language: English
ISSN: 2617-9563
Article
Montessori, Maslow, and Self-Actualization
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 4
Date: Winter 2011/2012
Pages: 16-21
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Abstract/Notes: What must never be forgotten by the Montessori teacher, or by any teacher of young children, is that his or her "primary" task, his or her "primary" obligation, his or her "primary" sacred duty is not the teaching of the "three Rs" but that of nurturing the psychological health of the child. Every element of Montessori methodology is designed for the care of the soul, which for Maria Montessori begins from the moment of birth. It is in the nature of the human being to strive toward self-actualization: toward a healthy psyche, toward psychological serenity, toward personal fulfillment. This is the new vision and understanding of man that Abraham Maslow and the third-force psychologists gave people. It becomes derailed when basic needs are not fulfilled. Even for those who are fortunate to have their needs fulfilled, it is still always a work in progress. Human psychological health is difficult to measure exactly. Being "self-actualized" is an ideal state, perhaps unattainable, like any other ideal state. Certainly self-actualizing individuals are not saints and have imperfections, as do all human beings. But what is most important for teachers and parents of young children is their duty to foster self-actualization. Maslow and Montessori both understood that the totality of a child's environment, meaning things visible and invisible, concrete and abstract, must offer the raw materials for fulfilling needs. The child will spontaneously absorb those raw materials for his or her unique growth. Collectively, through self-actualized children, society will follow, because these children "have led loving lives, have loved and been loved. Furthermore, they are "now" loving people."
Language: English
ISSN: 1054-0040
Article
The Effect of Montessori Teaching Method on Self-Concept and Motivation in Elementary First- Grade Students of Tabriz
Available from: Journal of Instruction and Evaluation
Publication: Journal of Instruction and Evaluation / Amuzish va Arzishyabi, vol. 12, no. 45
Date: 2019
Pages: 31-50
Asia, Iran, Middle East, South Asia
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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.
Language: Persian
DOI: 10.30495/JINEV.2019.665916
ISSN: 2345-6299, 2476-5627
Article
On Becoming a Self-Starter
Publication: Montessori Life, vol. 5, no. 2
Date: 1993
Pages: 11
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Language: English
ISSN: 1054-0040
Book Section
Helping the Child to Help Himself
Book Title: What You Should Know About Your Child
Pages: 3-6
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007
ISBN: 978-90-79506-24-8
Series: Montessori Series , 4
Article
Training of Children; Montessori Method Tries to Teach Self-Reliance
Publication: New York Times (New York, New York)
Date: Aug 1, 1913
Pages: 6
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Language: English
ISSN: 0362-4331
Article
"Hilf mir es selbst zu tun": Solidarität und Kooperation in der Montessori-Pädagogik als Perspektive für die Pflegepädagogik ["Help me do it myself": Solidarity and cooperation in Montessori pedagogy as a perspective for nursing pedagogy]
Available from: Hogrefe
Publication: PADUA: Die Fachzeitschrift für Pflegepädagogik, Patientenedukation und -bildung, vol. 14, no. 5
Date: 2019
Pages: 301-306
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Abstract/Notes: Zusammenfassung. Fortschritte in Medizin und Pflegewissenschaft, demographische und rechtliche Umbrüche stellen die Pflegepädagogik vor neue Herausforderungen. Handlungsorientierung und Lehrende, die den Lern- und Entwicklungsprozess ihrer Lernenden fördern, sind gefragt. Eine Antwort auf diese Problemlagen in der Pflegeausbildung könnte ein altes, jedoch ungeahnt aktuelles pädagogisches Konzept liefern – die Montessori-Pädagogik, die vor allem über eine solidarische Lehrerpersönlichkeit implementiert werden kann. [Summary. Advances in medicine and nursing science, demographic and legal upheavals pose new challenges for nursing education. Action orientation and teachers who promote the learning and development process of their learners are in demand. An answer to these problems in nursing education could be provided by an old, but unexpectedly up-to-date pedagogical concept - Montessori pedagogy, which can be implemented primarily through a solidary teacher personality.]
Language: German
DOI: 10.1024/1861-6186/a000519
ISSN: 1861-6186