Abstract/Notes: The purpose of this study was to ascertain whether students in a kindergarten/first-grade multiage class achieve at a different level than students enrolled in a traditional kindergarten or first-grade class in a selected primary school in East Tennessee. The question of the interaction between gender and type of instruction was also analyzed. The causal comparative quantitative research method was used to analyze data differentiating between students enrolled in multiage and traditional classes, retrospectively. A t-test was used to determine the level of performance the students demonstrated on the BRIGANCE K Screen at the beginning of the study. The number of mastered first-grade reading skills and mathematics skills, the score on the system-wide first-grade reading test and mathematics test, and gender interaction with type of instruction in each area were analyzed using ANCOVAs. Statistically significant results (pBRIGANCE 1 Screen(ANCOVA). In 1998, the combined males scored significantly higher than the combined females. In 1999, multiage males had significantly higher means than traditional males. ANCOVA results showed statistically significant difference in the number of mastered reading skills of the multiage students in 1998 as well as with the combination of all three years. The multiage mean was the higher of the two groups all three years. For the number of mastered mathematics skills, ANCOVA results showed a statistically significant difference in 1999 with the multiage scores higher than the traditional group. ANCOVA results showed no significant difference between the groups on the standardized reading and mathematics tests analyzed. Findings indicate that kindergarten students may benefit from kindergarten classes in a multiage setting, and that first-grade students may benefit from multiage settings in mastering skills in reading and mathematics but that benefit is not necessarily demonstrated by standardized test scores.

Language: English

Published: Johnson City, Tennessee, 2001

Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.

Language: English

Published: Springfield, Missouri, 2022

Abstract/Notes: 由于教学对象的特殊性,培智数学教学存在难以找到合适的教材、难以统一进度、教学时间被割裂等难题.而蒙台梭利教学法有丰富的教具,教具蕴含丰富的学科知识,教具的可操作性强和学生控制教学进度等特点解决了培智数学教学中的难题,值得在培智数学教学中应用.但在实际的教学过程中也需要对蒙氏教学法进行一定的调整,以便发挥更好的效果.

Language: Chinese

ISSN: 1004-8014

Abstract/Notes: Class meetings, community building

Language: English

Language: English

Abstract/Notes: This action research project examined the effects of mindfulness and meditation on concentration among elementary students. The research was conducted at a private Montessori school in an upper elementary classroom for twenty-six children ages nine to twelve. Baseline data was collected for three consecutive days. The intervention was implemented for four weeks. The teacher led the students in mindful movements in the morning and daily meditation took place in the afternoon. The average percent of on-task behavior was collected for baseline data using observational records and journal notes. Observational records included what percent of the class was on-task for specific intervals. Journal notes contained what specific behaviors were observed as off-task. Data collection during the intervention included observational records, journal notes, group discussions and questionnaires. Data analysis showed that concentration did not increase during the intervention. However, students reported meditation and mindful breathing as useful in their daily lives. Further research could include the effects of student chosen mindful activities on concentration and student well-being. A similar study of a longer duration may also yield different results.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This paper examines the challenges facing the public school system as it attempts to live up to the promise to provide a “free appropriate public education” to all of its students. The funding mechanism for public schools, with its reliance on community funding, lends itself to inequities. The lack of an effective response to the rising challenge of mental health issues, the unwillingness to respond to the changing skill demands of the workforce by revising curriculum and the ineffectiveness of efforts to close the achievement gap have all led the public to question whether or not they are receiving an “appropriate” education. The response increasingly has been to look for a better educational alternative elsewhere, in charter schools. The effect of charter schools overall has been to weaken public schools’ abilities to provide a quality education for each and every student. An analysis of each of these challenges and possible responses will provide a possible road map for traditional public education to do a better job of living up to its mandate, to “promote the general welfare”.

Language: English

Published: River Falls, Wisconsin, 2020

Abstract/Notes: Bu araştırmada, Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerin yaratıcı düşünme becerilerini incelemek amacıyla hazırlanmıştır. Çalışmada, nicel araştırma yöntemlerinden olan betimsel ve ilişkisel tarama desenleri kullanılmıştır. Bu araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı güz döneminde İzmir ilinde Montessori eğitimini uyguladığını duyuran herhangi bir anaokulu ile Muş ilinde MEB OÖEP'yi uyguladığını duyuran herhangi bir özel okulun anasınıfında eğitim gören toplam 40 öğrenci oluşmaktadır. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırma verileri, Aslan (1999) tarafından Türkçeye uyarlanan "Torrance Yaratıcı Düşünce Testi" ve araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu" kullanılarak elde edilmiştir. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Sperman Sıra Farkları Korelasyon Analizi uygulanmıştır. Montessori eğitimi uygulanan öğrencilerin TYDT toplam yaratıcılık puanları MEB OÖEP uygulanan öğrencilerin TYDT toplam yaratıcılık puanlarından anlamlı düzeyde yüksektir. Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerinin toplam yaratıcılık puanları arasında önemli ölçüde ilişki vardır. Montessori eğitimi uygulanan öğrencilerin yaratıcı düşünme becerilerinden akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratıcılık puanları, MEB OÖEP uygulanan öğrencilerin akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratcılık puanlarından anlamlı düzeyde yüksektir. Erken kapamaya direnç alt becerilerinde ise her iki eğitimi de olan öğrencilerin bulguları benzer çıkmıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori eğitimi'nin okul öncesi öğrencilerinin yaratıcı düşünme becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme becerilerine göre daha etkili olduğudur. / In this study, it was prepared to examine the creative thinking skills of preschool students who were applied Montessori education and MEB OÖEP. Descriptive and relational scanning patterns, which are among the quantitative research methods, were used in the study. The study group of this study consists of a total of 40 students studying in the kindergarten of any kindergarten in the province of İzmir that announced that they have implemented Montessori education in the fall semester of the 2020-2021 academic year and any private school in the province of Muş that announced that they have implemented the MEB OÖEP. While creating the study group of the research, the age variable was taken into consideration and the groups were equalized. The research data were obtained using the "Torrance Creative Thinking Test" adapted into Turkish by Aslan (1999) and the "Personal Information Form" developed by the researcher. In the analysis of the data obtained in the research; Mann Witney U Test and Sperman Rank Difference Correlation Analysis were applied. The total creativity scores of the students who are applied Montessori education are significantly higher than the TTCT total creativity scores of the students who are applied to MEB OÖEP. There is a significant relationship between the Montessori education and the total creativity scores of pre-school students who are applied MEB OÖEP. Fluency, originality, abstractness of the titles and enrichment sub-skills among the creative thinking skills of the students who were applied Montessori education, the total creativity scores, the fluency, originality, the abstraction of the titles and the enrichment sub-skills of the students who were applied MEB OÖEP were significantly higher than the total creativity scores. In the sub-skills of resistance to early closure, the findings of the students with both education were similar. The general conclusion reached in line with the results obtained is that Montessori education contributes positively to the creative thinking skills of preschool students and is more effective than the fluency, originality, abstractness of the titles and enrichment skills compared to the Ministry of National Education Preschool Education Program.

Language: Turkish

Published: Samsun, Turkey, 2021

Abstract/Notes: Okul öncesi dönemdeki çocukların gelişimi ve istenilen düzeyde ilerleme kaydedilmesi, devam ettikleri okullarda almış oldukları eğitim hizmetinin niteliği ile yakından ilişkilidir. Çocukların, diğer yetişkinler gibi yaşamlarını bağımsız olarak sürdürebilmeleri için günlük yaşamdaki bazı davranışları öğrenmeleri gerekir. Yetişkin bireyler bilinçli bir şekilde, kararlı ve istekli kararlar vererek öğrenirler. Çocukların gelişimlerinde sağlam temeller oluşturmak için etkili öğretim yaklaşımı seçiminin, fiziksel ortam seçiminin, materyallerle öğretimin önemli bir yeri ve eğitici bir etkisi vardır. Montessori ile Fen, Teknoloji, Mühendislik ve Matematik (STEM) eğitim yaklaşımlarının okul öncesi eğitim programında ne derece uygulanabileceğini, benzer ve farklı yönlerini öğretmen görüşleri ile belirlemektir. Çalışma grubunu 2016-2017 eğitim öğretim yılında Batman ilinde bulunan Milli Eğitim Bakanlığı bünyesinde ki bağımsız anaokulları ile ilk ve orta dereceli okullar bünyesinde yer alan ana sınıflarında eğitim öğretim veren 14 okul öncesi öğretmeni oluşturmaktadır. Araştırma nitel desenlenmiş olup, veri toplama yöntemi olarak yarı yapılandırılmış görüşme tekniği kullanılmış, “içerik analizi” yapılmıştır. Elde edilen bulgulara göre, okul öncesi öğretmenleri, Montessori eğitim yöntemini bilmekte ancak STEM eğitim yaklaşımından ilk defa bu araştırma sayesinde haberdar olmuşlardır. Her iki yöntem için de ortaya çıkan en önemli eksiklikler; çocuklar için önceden hazırlanmış bir çevrenin olmayışı buna bağlı olarak kendi kendini geliştirebileceği şekilde hareket ve faaliyet özgürlüğü imkanının bulunmayışı aynı zamanda okulun fiziki yapısının da çocukların gelişimini engellediği ifade edilmiştir. Çocukların bireysel ilgi ve eğilimlerine göre bağımsız olarak seçip çalışabilecekleri materyallerin bulunmayışı nitelikli eğitim almaları önündeki engellerdir. Genel bir değerlendirme yapıldığında v öğretmenlerin araştırmaya ilgi gösterdiği ve yeni yaklaşımlarla ilgili fikirlerinin olumlu yönde değiştiği sonucuna ulaşılmıştır. / The development of the children in the pre-school period and progress at the desired level are closely related to the quality of the education they have received in the schools they attend. Children, like other adults, need to learn some behaviors in everyday life so that they can survive independently. Adult individuals learn consciously by making resolute and willing decisions. The choice of effective teaching approach, the choice of physical environment, an important place to teach materials, and educational effects are important for building solid foundations in children's development. Montessori teaches the extent to which science, technology, engineering and mathematics (STEM) curricula can be applied in pre-school education programs. The working group constitutes 14 pre-school teachers who provide education in independent kindergartens within the Ministry of National Education in the province of Batman in 2016-2017 educational year and primary classes in primary and secondary schools. The research was qualitatively designed. The semi-structured interview technique was used as the data collection method and "content analysis" was performed. According to the findings, pre-school teachers know Montessori education method but they became aware of STEM education approach for the first time thanks to this research. The most important shortcomings of both methods are; it is stated that the absence of a pre-prepared environment for children, the possibility of freedom and activity in such a way that it can develop itself and at the same time the physical structure of the school prevents the development of children. The lack of materials that children can choose and work independently of their individual interests and tendencies are a barrier to qualified education. When a general evaluation is made, it has been reached that the teachers have shown interest in the research and their ideas about the new approaches changed positively.

Language: Turkish

Published: Kastamonu, Turkey, 2018

Language: English