Language: English

ISSN: 0013-1172

Abstract/Notes: Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

Language: English

DOI: 10.15642/ijet2.2019.8.2.26-37

ISSN: 2548-6497

Language: English

ISSN: 0012-2807

Language: English

ISSN: 0012-2807

Abstract/Notes: Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

Language: English

DOI: 10.17161/jomr.v3i2.6453

ISSN: 2378-3923

Language: Spanish

ISSN: 0210-8348

Abstract/Notes: Alternative education methods which occured as a reaction to the traditional education systems are approaches that are child centered and that focus on practical learning and accept each child as a unique individual. Montessori Method, one of the alternative education approaches, differs from other alternative education methods by being an approach giving maximum freedom to the child, reflects the education principles not only to the education method but also to the physical environment of the child, and advocates that the strongest relationship in education is established between the child and the environment. This study, in which the main principles of Montessori Method were determined via conceptual analysis, aims to examine the effects and reflections of generated concepts on space organization. For this purpose, five Montessori schools from different countries, designed by different architects in different years, which can be reached through visual, written, and drawn documents are discussed. / Geleneksel eğitim sistemine tepki olarak ortaya çıkan alternatif eğitim metotları, özgürlükçü, çocuk odaklı, deneysel öğretimi esas alan ve her çocuğu ayrı bir birey olarak kabul eden yaklaşımlar olarak dikkat çekmektedir. Bu alternatif eğitim yaklaşımlarından biri olan Montessori Metodu ise, çocuğa maksimum bağımsızlık veren, eğitim ilkelerini sadece eğitim yöntemine değil, çocuğun fiziksel çevresine de yansıtan ve eğitimdeki en güçlü ilişkinin çocuk ile ortam arasında kurulduğunu savunan bir yaklaşım olmasıyla diğer alternatif eğitim metotlarından ayrılmaktadır. Montessori Metodu’nun temel değerlerinin kavramsal analiz yoluyla belirlendiği çalışma kapsamında, oluşturulan kavramların mekân örgütlenmesi üzerindeki etkilerinin ve yansımalarının irdelenmesi hedeflenmiştir. Bu amaçla alanyazında yer alan, görsel, yazılı ve çizili belgelerine ulaşılabilen, farklı ülkelerde bulunan, farklı yıllarda ve mimarlar tarafından yapılmış olan beş adet Montessori okulu ele alınmıştır. Çalışmada elde edilen kavramların bu okullar üzerinden okuması yapılarak eğitim yöntemi ile eğitim mekânı arasında güçlü bir ilişkinin olduğu ortaya konulmuştur.

Language: Turkish

DOI: 10.20488/sanattasarim.830694

ISSN: 2146-9059

Abstract/Notes: This study is a qualitative research based on literature review, which aims at evaluating the reading and writing education within the framework of the Montessorian system. In this research study, the process that children encounter while they learn to read and write in Montessorian schools is examined in detail in a progressive manner. Materials used in the educational process constitute a significant part of this study. In other words, this study mainly includes the most important elements of the Montessorian Method. It also intends to outline the Montessorian Method with its main features. / Montessori sistemi çerçevesinde okuma ve yazma eğitiminin değerlendirilmesi amacıyla yapılan bu çalışma, literatür taramaya dayalı nitel bir araştırmadır. Bu araştırmada Montessori okullarında eğitim gören çocukların okuma ve yazmayı öğrenirken karşılaştıkları süreçler ayrıntılı olarak aşamalı bir biçimde ele alınmıştır. Çalışmanın önemli bir bölümünü eğitim sürecinde kullanılan materyaller oluşturmaktadır. Başka bir deyişle çalışmada ağırlıklı olarak Montessori Metodu’nun en önemli unsurlarına yer verilmiştir. Aynı zamanda bu çalışmayla Montessori Metodu’nun ana hatlarıyla tanıtılması da amaçlanmıştır.

Language: Turkish

ISSN: 2148-9424

Language: English

DOI: 10.1086/460557

ISSN: 0013-5984

Abstract/Notes: The low level of reading comprehension in elementary school students can certainly affect their learning motivation in the learning process. To overcome this problem, this study aims: to investigate the effect of the Montessori-based Big Book on understanding Early Reading Skills and Learning Motivation. Quasi-experimental design was applied in this study. There were 26 students (14 males and 12 females) from SDN Pucang 4 as an experimental group and 23 students (13 males and 10 females) from SDN Pucang 2 were included as a control group. Data analysis in this study used an independent sample t-test with a significance level of 0.05. The results showed that students in the experimental group had higher scores better than the control group. This shows that the Montessori-based Big Book significantly promotes understanding of Early Reading Skills and Learning Motivation in the experimental group compared to control group students.

Language: English

ISSN: 1006-7930