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538 results

Article

Occupational Therapy at the Mary Frier Montessori Special Education School [Cleveland, Ohio]

Publication: Montessori Special News, vol. 10, no. 1

Pages: 2

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Language: English

Article

Auto-Education Continued in the Primary School

Publication: Freedom for the Child, vol. 2

Pages: 8-15

Alexander Graham Bell - Writings, Americas, Autonomy in children, Elementary education, Maria Montessori - Philosophy, Montessori method of education, North America, United States of America

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Language: English

Article

On the Way to a Primary Montessori School

Publication: Around the Child, vol. 8

Pages: 21-27

Asia, India, South Asia

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Language: English

ISSN: 0571-1142

Book Section

Proby Wykorzystania Elementow Pedagogiki Marii Montessori w Parktyce Nauczania Poczatkowego [Attempts to Use Elements of Maria Montessori's Pedagogy in the Practice of Primary Teaching]

Book Title: Pedagogika Alternatywna [2 volumes]

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Abstract/Notes: From the Proceedings of the 2nd International Conference "Alternative Education - Dilemmas of Theory and Practice", Łódź, October 12-14, 1995. This is part of the 2-volume proceedings. Volume 1 is titled, "Dylematy teorii" [Dilemmas of theory]. Volume 2 is titled, "Dylematy praktyki" [Dilemmas of practice].

Language: Polish

Published: Lodz, Poland: Oficyna Wydawnicza Impuls, 1995

ISBN: 978-83-85543-78-7 83-85543-78-3 978-83-85543-77-0 83-85543-77-5

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Article

In Memoriam: Sister Mary Motz

Available from: ProQuest

Publication: Montessori Life, vol. 34, no. 4

Pages: 22

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Pre-Primary Education in Bombay City and Suburbs

Available from: Internet Archive

Publication: The Indian Journal of Social Work, vol. 10, no. 4

Pages: 320-333

Asia, India, Montessori method of education, South Asia

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Language: English

ISSN: 0019-5634

Article

✓ Peer Reviewed

The Correlation Between Active Participation and Metacognitive Ability of Primary School Students Through Montessori Learning Method

Available from: Jurnal Inovasi Pendidikan Dasar

Publication: Jurnal Inovasi Pendidikan Dasar / Journal of Innovation in Elementary Education, vol. 4, no. 2

Pages: 63-70

Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: Metacognitive was the student's skill in the process of acting (activity) and thinking (mental process). This skill could improve their learning process and memory. Student who had metacognitive skill will be able to control and to arrange his learning activity by himself. Active participation was the interaction both physically and psychologically to think, to interact, to try and to find new things in the learning process. The purpose of this research was to find the relationship between active participation and the metacognitive ability of students, especially in elementary school. This research was a correlation study. Population of this research was 5th grade students in SD Negeri 3 Klangenan academic year 2017/2018. Sample was taken using purposive sampling technique. The data was collected by observation and written test. The instruments for active participation was observation sheets and the instrument for metacognitive ability was a multiple choice test that consist of 20 questions. The data was analyzed using correlation technique using IBM SPSS Statistics 16.0 for windows. Based on the data nalaysis, it was obtained was 0.682. At a significant level 5% then was 0.413. Based on value then it showed that there was a positive and significant corelation between active participation and metacognitive ability of students 5th grade SD Negeri 3 Klangenan.

Language: English

ISSN: 2477-3581, 2477-3859

Article

✓ Peer Reviewed

Mixed Age Classes in Primary Schools: A Survey of Practice

Available from: Taylor and Francis Online

Publication: British Journal of Sociology of Education, vol. 9, no. 1

Pages: 41–56

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Language: English

DOI: 10.1080/0141192830090106

ISSN: 1465-3346, 0142-5692

Article

✓ Peer Reviewed

Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

Available from: Cambridge University Press

Publication: Australian Journal of Environmental Education, vol. 28, no. 2

Pages: 162-164

Australasia, Australia, Australia and New Zealand, Oceania, Sustainability

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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students. The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

Language: English

DOI: 10.1017/aee.2013.8

ISSN: 0814-0626, 2049-775X

Article

Election Results Impact Montessori Education: Analysis of Elections in the State of Maryland

Publication: Montessori Observer, vol. 23, no. 4

Pages: 1, 3-4

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Language: English

ISSN: 0889-5643

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