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961 results

Doctoral Dissertation

Outside the Prepared Environment: How Montessori Teacher Training Influences Practitioner Attitudes to Technology

Available from: ERIC

Information and communications technology (ICT), Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Teachers - Attitudes, Teachers - Attitudes, Technology and children

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Abstract/Notes: This quantitative causal-comparative research study addresses the question of whether a teacher’s training background is related to a difference in their attitude toward educational technology. This study specifically targeted Montessori Early Childhood Educators during the COVID-19 pandemic and compared their scores on each of nine subscales on the Teacher Attitudes to Computers (TAC) and Teacher Attitudes to Technology (TAT) survey instruments. Participants were recruited from Montessori-specific Facebook groups and were grouped by their own training background, namely face-to-face, blended, and online. In the study, 214 participants took part of which 76 were trained face-to-face, 63 were trained in a blended format, and 64 were trained in an online format. Differences were analyzed using a one-way ANOVA between pairings of each of the three training backgrounds. Differences were found among each of the three groups in terms of their scores on each of the nine subscales of the TAC/TAT, with the widest gap between those who experienced face-to-face training and those who experienced online training. Further research is needed to gain more insight into the specific experiences of Montessori Early Childhood Educators in reference to their attitudes toward technology and their impact on practice during the COVID-19 pandemic and beyond.

Language: English

Published: Lakewood, Colorado, 2022

Article

✓ Peer Reviewed

A Research Initiative on the Construction of Innovative Environments for Teaching and Learning. Montessori and Munari based Psycho-pedagogical Insights in Computers and Human Behavior for the "New School"

Available from: ScienceDirect

Publication: Computers in Human Behavior, vol. 66

Pages: 282-290

Information and communications technology (ICT), Technology and children

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Abstract/Notes: Italians children-students live a strong technological gap among different education instances: on the one hand, they are attending schools technologically still to the '80 years, on the other hand, they can rely on hyper-technological domestic-family environments where videogames, smartphones, internet are always available. In the school, all learnings take place under the supervision of the teacher that stimulates, directs and corrects these important steps in the basic training. On the contrary, in the domestic environment the presence of technology is increasingly pervasive. These new technologies cognitively stimulate the children, but they entertain the little ones often alone and without the participation and supervision of an adult audience. Thus, the technology gap results in a pedagogical clash among different educational instances and this is the “space” addressed by our research initiative whose objective is the construction of innovative teaching and learning environments for children between 3 and 6 years of age. The specific quantitative outcomes can be defined with respect to three main families of indicators: measures to detect the use of learning environments; indicators of the level of satisfaction and involvement of the various involved actors; real impact on the socio-cognitive development of children produced by the introduction of methodologies and technologies.

Language: English

DOI: 10.1016/j.chb.2016.09.056

ISSN: 0747-5632

Article

La funzione dell'ambiente e del materiale nella educazione montessoriana [The function of the environment and material in Montessori education]

Available from: Atlante Montessori

Publication: Montessori: pubblicazione mensile dell'Ente morale Opera Montessori, vol. 1, no. 5-6

Pages: 20-30

Americas, Chile, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., South America

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Language: Italian

Doctoral Dissertation (Ph.D.)

Architecture and Students' Physical Activity in Learning Environments

Available from: University of Notre Dame Australia

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Language: English

Published: Fremantle, Western Australia, Australia, 2022

Master's Thesis (M.S. Ed.)

Education that Fosters Environmental Literacy

Available from: MINDS@UW River Falls

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Abstract/Notes: This study was conducted to examine the effects of exploratory play in nature combined with locally based, environmental education (EE), on the environmental literacy (EL) of students in a lower elementary Montessori classroom. The study included one lower elementary Montessori classroom consisting of 24 students of which there were 12 girls and 12 boys, ranging from six to nine years of age. Activities consisted of environmental games, environmental art, lessons and activities that were designed to develop knowledge of the flora and fauna in and around the school. Lessons were followed with opportunities to write/draw reflections on lesson content or complete additional research. Data included questionnaires completed by students before and after the study, parent surveys, student interviews, teacher observations, and samples of student work. Though there were limitations of cold weather and time period, data demonstrated an increase in environmental literacy during the course of the study.

Language: English

Published: River Falls, Wisconsin, 2018

Master's Thesis (Action Research Report)

The Effects of Goal Setting and Self-Reflection on Student Work Completion and Work Habits in a Montessori Upper Elementary Environment

Available from: St. Catherine University

Action research, Americas, Goal (Psychology), Goal setting, Montessori method of education - Criticism, interpretation, etc., North America, Three-hour work cycle, United States of America, Upper elementary, Work periods

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Abstract/Notes: This study implemented goal setting and self-reflection as self-regulated learning strategies and explored how these affected student work completion and on-task behavior. Students in this environment struggled with self-regulated learning and were observed to not complete work on time and needed redirection to focus on work during the work cycle. The study took place in an upper elementary Montessori environment at a private international school. Thirteen 4th grade students (ages 9-10) participated in the study. During this study, students were given lessons on goal setting and self-reflection and had group discussions about effective goal setting. Students set daily goals for themselves during the study and evaluated their progress at the end of the day. Students met with the guides for pre, mid and post-assessment discussions, where they reflected on their goals and progress. Students were observed twice daily for on and off-task behavior, and follow-up work was checked for completion. Despite the challenges of conducting this study during the COVID-19 pandemic, the results showed that student work completion and on-task behavior increased after students began setting goals. In particular, it proved to be beneficial to students who previously struggled with completing work. Further studies could look into integrating goal setting in a more streamlined manner to increase student engagement and interest.

Language: English

Published: St. Paul, Minnesota, 2022

Master's Thesis (Action Research Report)

Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc., Three-hour work cycle, Upper elementary, Work periods

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Abstract/Notes: The purpose of this research was to examine whether the implementation of mindfulness breathing exercises aided in emotional self-regulation. This study incorporated various breathing techniques five days a week for five to ten minutes each day. The six-week study involved 14 children between the ages of 9 and 12 years in a private Montessori school in the southern region of the United States. Data collection included daily observations of the breathing exercises, pre and post-behavioral self-assessments, a daily reflection tool by the researcher, and a student feedback form. Results showed an increase in regulated behavior and breathing techniques being used by deregulated students. The pre and post-behavioral self-assessment showed an increase in positive self-perception as well as a shift in self-control, responsibility, respect, behavior, and self-esteem. The daily observations showed an increase in calm and focus during the morning and afternoon work cycles after implementation at the beginning of both work cycles. 69% of participants felt mindfulness breathing helped as well as 61% enjoyed mindfulness breathing. Two students independently practiced breathing techniques to help them regulate. The data showed a positive correlation between the implementation of mindfulness breathing techniques and self-regulation in children ages 9 to 12. Suggestions for further research include consistent observation time, implementation of a variety of mindfulness activities including yoga or listening to calming music and having a calm place in the classroom to integrate mindfulness practices

Language: English

Published: St. Paul, Minnesota, 2022

Doctoral Dissertation (Ph.D.)

Technology in the Montessori Adolescent Environment

Available from: ProQuest - Dissertations and Theses

Adolescence, Adolescents, Classroom environments, Information and communications technology (ICT), Montessori method of education - Criticism, interpretation, etc., Prepared environment, Secondary education

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Abstract/Notes: Prior to this qualitative descriptive study, it was not known how Montessori teachers of adolescents describe using technology and its influence on thematic learning and student citizenship in the United States. The Montessori adolescent learning theory does not address technology use, but educational technology is now ubiquitous. Using interviews, a focus group, a questionnaire, and classroom artifacts, the researcher thematically analyzed data from 11 participants and found ten themes (Theme number in parenthesis) which indicated Montessori teachers use technology with their adolescent students to inspire citizenship by using technology (1) to teach life lessons, (2) in their microeconomy program, and (3) in service learning; in thematic learning (4) with individual students, (5) with groups of students, and (6) to support the teaching of non-technology lessons; yet (7) teachers struggle to balance technology use and the Montessori emphasis on work of the hand, especially given the lack of guidance from AMI and AMS on how to incorporate technology into the adolescent environment. Teachers rely upon their (8) cultivated relationships with students and the strong Montessori adolescent community to mitigate the dangers of communicating online and by being aware of student mental health. This research found (9) the Covid pandemic response meant cancellations, changes, and modifications to traditional activities. This research found (10) technology can be used in the Montessori adolescent environment to foster interested, engaged students working creatively to produce outstanding work that leads to a sense of valorization for the student.

Language: English

Published: Phoenix, Arizona, 2021

Book

Ecosostenibilità in Maria Montessori. Nella didattica, nell'ambiente, nelle architetture [Eco-sustainability in Maria Montessori. In teaching, in the environment, in architecture]

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Abstract/Notes: In questo libro si sottolinea come i fondamenti del Metodo Montessori ricolleghino il bambino alla natura attraverso pratiche educativo-didattiche, ambienti e architetture a questo scopo dedicate. Una chiave, questa, per entrare nel mondo montessoriano più evoluto all'insegna di Ecologia, Ecosostenibilità, Biofilia, Energie alternative, dove il contenuto, il contenitore e quel che lo circonda devono essere in totale sintonia con l'ambiente. Colloquio esclusivo, tra gli altri, con l'archistar olandese Herman Hertzberger, autore - insieme all'architetto italiano Marco Scarpinato - del progetto di una scuola romana unica al mondo. [This book underlines how the foundations of the Montessori Method reconnect the child to nature through educational-didactic practices, environments and architectures dedicated to this purpose. This is a key to entering the most advanced Montessori world under the banner of Ecology, Eco-sustainability, Biophilia, Alternative Energy, where the content, the container and what surrounds it must be in total harmony with the environment. Exclusive conversation, among others, with the Dutch archistar Herman Hertzberger, author - together with the Italian architect Marco Scarpinato - of the project for a unique Roman school in the world.]

Language: Italian

Published: Roma, Italy: Fefè Editore, 2021

ISBN: 978-88-949472-9-8

Series: Pagine vere , 49

Article

Preparing the Home Environment for Infants: A Montessori Perspective

Publication: NAMTA Bulletin

Pages: 1-5

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

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