Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

669 results

Article

Montessori Eğitiminin Çocukların Gelişimine Etkisinin İncelenmesi / Investigation of the Effects of Montessori Education on Children's Development

Available from: Academia

Publication: Hacettepe University Graduate School of Educational Sciences - The Journal of Educational Research, vol. 1, no. 1

Pages: 32-52

Asia, Middle East, Montessori method of education, Turkey, Western Asia

See More

Abstract/Notes: Bu araştırmada, Montessori yaklaşımı doğrultusunda gerçekleştirilen öğretmen eğitimi ve eğitim ortamınındüzenlenmesi sonucu üç, dört ve beş yaş (36-72 ay) grubundaki (deney ve kontrol grubu) çocuklara verilen Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanları üzerindeki etkisini saptamakamaçlanmıştır. Araştırmada, Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanlarına olanetkisini belirlemek amacıyla ön test ve son test kontrol gruplu deneysel desen kullanılmıştır. Ankara Üniversitesi Uygulama Anaokulu 1’e devam eden çocuklar deney grubunu, okul yöneticileri ile öğretmengörüşleri doğrultusunda benzer özelliklere sahip olduğu düşünülen bir üniversite anaokuluna devam edençocuklar ise kontrol grubunu oluşturmuştur. Araştırmada demografik verileri toplamak amacıyla “Genel BilgiFormu”, çocukların gelişim alanlarını değerlendirmek için Alpern (2007) tarafından geliştirilen Gelişimsel Profil 3 (GP3) ile Mardell ve Goldenberg (1998) tarafından geliştirilen Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4 (ÖDGG-4) kullanılmıştır. Montessori yaklaşımına dayalı eğitim öncesinde ilkolarak Montessori eğitim ortamı oluşturulmuş ve gelişimsel değerlendirme labratuvarı hazır halegetirilmiştir. Ardından öğretmenler “Montessori Uygulayıcıların Eğitimi” kapsamında eğitim almışlardır.Çalışma sonucunda öğretmen görüşüne göre ÖDGG-4’den elde edilen bulgular incelendiğinde, deney vekontrol grubundaki çocukların öz bakım becerileri ile sosyal duygusal gelişim alt boyutu puanlarında, ebeveyn görüşlerine göre öz bakım becerileri alt boyutu ile toplam gelişim puanlarında deney grubu lehineanlamlı farklılık olduğu saptanmıştır. GP-3’e ait sonuçlar incelendiğinde de deney ve kontrol grubundakiçocukların öğretmen görüşlerine göre uyumsal davranış boyutunda; ebeveyn görüşlerine göre fizikselgelişim, bilişsel gelişim, iletişim alt boyutları ile toplam gelişim puanlarında deney grubu lehine anlamlıfarklılık olduğu belirlenmiştir. / The present study was aimed at determining the development levels of children aged three, four andfive (36-72 months) attending Ankara University Practice Preschool 1, and the effect of Montessorieducational approach on their areas of development. A pretest, posttest, retention test experimental designwith control group was adopted in the study to determine the effect of Montessori educational approach on children’s areas of development. The experimental group consisted of children attending Ankara University Practice Preschool 1, while the control group consisted of attending a randomly selected university preschool with similar qualifications. The General Information Form was used for data collection purposes,while the Developmental Profile 3 (DP-3) developed by Alpern (2007) and the Developmental Indicators forthe Assessment of Learning 4 (DIAL-4) developed by Mardell and Goldenberg (1998) whose validity and reliability studies were used as assessment tools to evaluate children’s areas of development. Prior to theimplementation of Montessori education, Montessori educational environment was prepared and adevelopmental assessment laboratory was set up. Thereafter, teachers received the MontessoriPractitioner Training. DIAL-4 results according to teachers’ opinions revealed significant differences between the children in experimental and control groups in self-help skills and social emotional development subscale scores, while according to parents’ opinions, there were significant differences in the self-help skills subcale and overall development scores. DP-3 results revealed significant differencesbetween the children in experimental and control groups in the adaptive behavior subscale according to teachers’ opinions, and physical development, cognitive development and communication subscale scores,as well as, overall development scores of the DP-3 according to parents’ opinions.

Language: Turkish

Article

✓ Peer Reviewed

Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change

Available from: University of Chicago Press

Publication: American Journal of Education, vol. 126, no. 4

Pages: 499-518

See More

Abstract/Notes: A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, underenrolled middle school that underwent a dramatic shift when becoming a magnet school focused on DT. We explain the intentional leadership actions that facilitated structural and cultural changes, including building a collaborative leadership structure. Interactions between the principal and the teachers led to the emergence of practices that supported innovation schoolwide. At the same time, internal and external challenges rooted in the grammar of schooling arose, requiring educators to respond to sustain the momentum for change. Implications for policy and practice are discussed.

Language: English

DOI: 10.1086/709510

ISSN: 0195-6744, 1549-6511

Article

Environmental Stewardship Promotes a Sense of Place: Coral Health Monitoring on Maui [Hawaii]

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 4

Pages: 32-41

Upper elementary, ⛔ No DOI found

See More

Abstract/Notes: [...]when the students have mastered the contents of the manual and the use of dive equipment in the pool, they are ready to practice their skills in the open ocean and eventually to conduct underwater research for any number of inquiry-based marine science projects. Because MHOK is a relatively small school (60-75 students, depending on the year), its Upper Elementary and Middle School students are combined in one classroom (usually 16-24 students)-which MHOK refers to as its "Upper School"-with a head teacher responsible for coordinating the entire fourth- through eighth-year curricula. In addition to studying the physical aspects of coral, students also investigated the ecological and economic importance of coral, discovering five main uses: 1) food-500 million people worldwide rely on fish that live in coral reefs, and $31 million is generated annually from worldwide fish sales; 2) habitat-corals not only provide habitat for a wide variety of fish and marine invertebrates but also provide areas for spawning, mating, and feeding; 3) tourism-places with healthy reefs earn hundreds of millions of dollars per year from tourist activities such as snorkeling and scuba diving; 4) medicine-coral reefs are important sources for ingredients in medicines to treat heart disease, cancer, poisonous stings, and burns and for general skin care; and 5) coastal protection-coral reefs provide stability to coastlines and protection against ocean storms and floods, and also help to slow down wave breaks and even tsunamis. [...]students created a slide show-complete with discussion, diagrams, photos, graphs, and references-from their research and collected data.

Language: English

ISSN: 1054-0040

Article

The Effectiveness of Montessori Method Education on Visual-Motor Abilities of Students with Nonverbal Learning Disorders

Available from: Rooyesh-e-Ravanshenasi Journal (RRJ)

Publication: Rooyesh-e-Ravanshenasi Journal, vol. 10, no. 10

Pages: 133-144

Asia, Iran, Middle East, Montessori method of education, Montessori schools, South Asia

See More

Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Article

✓ Peer Reviewed

The Effect of Montessori Approach-based STEM Education on Pre-service Pre-school Teachers’ Self-directed Learning / Montessori Yaklaşımı Temelli STEM Eğitimlerinin Okul Öncesi Öğretmen Adaylarının Öz Yönetimli Öğrenmeleri Üzerindeki Etkisi

Available from: DergiPark Akademik

Publication: e-Uluslararası Eğitim Araştırmaları Dergisi / e-International Journal of Educational Research, vol. 13, no. 2

Pages: 142-162

Asia, Middle East, Montessori method of education - Evaluation, Turkey, Western Asia

See More

Abstract/Notes: The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education. / Araştırmada Montessori yaklaşımı temelli STEM eğitimlerinin; okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerileri üzerindeki etkisi incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini Doğu Anadolu’ nun orta ölçekli bir ilindeki devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı oluşturmuştur. Araştırmada öğretmen adaylarının öz yönetimli öğrenme becerilerindeki değişimi belirlemek amacıyla tek grup öntest sontest deseni oluşturulmuştur. Araştırmada nicel verilerin elde edilmesinde “Öz Yönetimli Öğrenme Becerileri” ölçeği ve nitel veriler için de “Yarı Yapılandırılmış Mülakat Formu” kullanılmıştır. Araştırma süresince toplamda 14 hafta boyunca haftada 2 ders saati olmak üzere adaylara Montessori yaklaşım temelli STEM eğitimleri verilmiştir. Araştırmada elde edilen nicel verilerin analizi ilişkili örneklem t testi ile nitel verilerin analizi ise içerik analizi ile yapılmıştır. İçerik analizinde verilerin kodlaması yapıldıktan sonra, kodlama yapılan verilerin temaları yazılmıştır. Araştırmanın geçerliliğine katkı sağlamak için, bulgular bölümünde katılımcı grubun doğrudan alıntılarına yer verilmiş ayrıca katılımcı teyidi gerçekleştirilmiştir. Veri analizinin güvenirliğine katkı sunmak için, veri analizi esnasında beş uzman tarafından sonuçların birbiri ile tutarlılığı kontrol edilmiştir. Araştırma sonucunda öz yönetimli öğrenme becerilerinin öntest ve sontest puanları arasında, anlamlı bir farklılık olduğu ve yapılan nitel analiz sonuçlarının da bu farkı gelişim yönünde desteklediği gözlenmiştir. Bu gelişimler öğretmen adaylarının mülakatlarında eğitimlerin kişisel ve sosyal gelişimlerine oldukça katkı sağladıklarını, bir konu hakkında öğrenme ve öğretme becerisi kazanma konusunda yardımcı olduğunu belirten ifadelerinden tespit edilmiştir. Elde edilen sonuçlar doğrultusunda Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının özgüven, sebat gösterme, kendi kendine planlı öğrenme, öz değerlendirme yapabilme gibi öz yönetimli öğrenme becerilerinin geliştiği yorumu yapılabilir.

Language: English

DOI: 10.19160/e-ijer.1038793

ISSN: 1309-6265

Master's Thesis (Action Research Report)

Effects of Social/Emotional Lessons in an Elementary Montessori Environment

Available from: St. Catherine University

Action research

See More

Abstract/Notes: This action research project was completed to test the impact of a series of lessons centered around empathy and building social skills on the students and community of a Montessori elementary classroom. The setting was a suburban school in a classroom of 15 children ages six to nine. The students were primarily Caucasian and coming from middle class families. Data was collected using a tally sheet, observational field notes, a series of journal prompts and a pre/post survey. Both Grace and Courtesy lessons and storytelling sessions were part of the intervention plan. The children participated in a variety of ways including role playing, discussions, and story sharing. The results showed that the lessons did improve the interactions between the children as well as the feelings of community. The children developed a common language and skills to more positively navigate difficult interactions.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

The Effects of Discussion Groups on Teacher Confidence and Comfort-Level with Anti-Bias Education at a Private Urban Montessori School

Available from: St. Catherine University

Action research

See More

Abstract/Notes: This action research was conducted to examine the effects of peer discussion groups on the comfort and confidence of lower-elementary Montessori teachers in conducting literature based anti-bias lessons. The intervention was conducted in a private, urban, Montessori school, serving students from toddler to middle school. The participants of this study were five first-third grade teachers, including the participant researcher. Data was collected through pre- and postintervention surveys, teacher post-lesson self-assessments, transcription coding of discussion groups, and researcher self-reflection rating scale and journal prompts. Three discussion groups were scheduled two weeks apart, with teachers giving literature-based, anti-bias lessons between the first and second discussion groups and the second and third discussion groups. Data indicated that teachers became more comfortable and confident in their anti-bias teaching practice and that the discussion groups created a space for reflective dialogue. The action plan suggests that this intervention could have a farther reach if it were conducted for a longer period of time, across a wider age range, and in multiple schools.

Language: English

Published: St. Paul, Minnesota, 2020

Article

✓ Peer Reviewed

New Zealand Theosophists in “New Education” networks, 1880s-1938

Available from: Emerald Insight

Publication: History of Education Review, vol. 46, no. 1

Pages: 42-57

Asia, Australasia, Australia and New Zealand, India, Montessori method of education, New Education Fellowship, New Education Movement, New Zealand, Oceania, South Asia, Theosophical Society, Theosophy

See More

Abstract/Notes: Purpose It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues. Design/methodology/approach This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive. Findings New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century. Originality/value The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.

Language: English

DOI: 10.1108/HER-10-2015-0024

ISSN: 0819-8691

Article

✓ Peer Reviewed

Kindergarten Teachers as Leaders of Children, Makers of Society

Available from: Emerald Insight

Publication: History of Education Review, vol. 43, no. 1

Pages: 2-18

Australasia, Australia, Australia and New Zealand, Kindergarten teachers, Oceania, Progressive education, Teachers

See More

Abstract/Notes: Purpose In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach The paper is a feminist analysis and uses conventional archival sources. Findings The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

Language: English

DOI: 10.1108/HER-09-2012-0030

ISSN: 0819-8691

Article

✓ Peer Reviewed

How Children Find Something To Do in Preschools

Publication: Genetic Psychology Monographs, vol. 90, no. 2

Pages: 245-303

See More

Abstract/Notes: Conducted a 2-year observational study of a total of 81 lower- and middle-class 3-6 year olds to examine the behavior of young children in school settings which program all or part of the day as "free play" time. Results indicate that with age, children became more effective in moving from one activity to another; they spent less time in transition and longer periods in activity. Behaviors exhibited while in transition became less dependent on the immediate surrounding and seemed to indicate more autonomy. Lower-class boys had shorter activity lengths and more transitions than the other groups. A qualitative description of children's transition behavior is presented and possible implications of the findings for developmental and educational research are discussed.

Language: English

ISSN: 0016-6677

Advanced Search