Abstract/Notes: In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. Using data from the Civil Rights Data Collection, we identified a sample of Title 1 Montessori and non-Montessori schools with propensity score matching, and we used multilevel modeling to compare racial disparities in chronic absenteeism rates across school types. There was no significant difference in the average overall rates of chronic absenteeism across school types; nor were there sizable or significant differences in average racial disparities in the rates of chronic absenteeism between Black and White or Hispanic and White students, though Montessori schools had slightly lower average rates for White students. We discuss how shortcomings in the way chronic absenteeism data are collected limit intervention work by preventing researchers from answering questions about why students are chronically absent.

Language: English

DOI: 10.3389/feduc.2023.1059071

ISSN: 2504-284X

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: For early childhood children, the ability to read is complex and detailed. In contrast to the ability to speak which can be obtained naturally from their surroundings, the ability to read must be learned with certain methods. Montessori is a children's education method that can optimize children's potential through learning that involves children's sensory and motor aspects in a detailed and fun way. This article is written to explain how early childhood children learn to read using the Montessori method. This research is a qualitative descriptive research. This research method is library research through data collection techniques obtained through books, journals, articles and other supporting sources. The results of this study explain that in the Montessori method, early childhood learns to read in two stages, namely the pre-reading stage and the technical stage of reading. At the Pre-Reading Stage, children can carry out activities such as talking, singing, listening to stories and reading aloud. At the Technical Stage of Reading, children learn to read through letter sounds or phonics using Sand Paper Letters and Movable Alphabet, building words using Object Boxes and Reading boxes, improving reading skills with Word lists, reading silently using Secret Box, introduced to phrases and sentences, understanding the concept of Subject - Predicate - Object - Description, and finally learning to read books. / Bagi anak usia dini, kemampuan membaca adalah hal yang kompleks dan detail. Berbeda dengan kemampuan berbicara yang dapat diperoleh anak usia dini secara alami dari sekitarnya, kemampuan membaca harus dipelajari anak dengan metodetertentu. Montessori adalah metodependidikan anak yang bisa mengoptimalkan potensi anak melalui pembelajaranyang melibatkan aspek sensori dan motorik anakdengan cara yangdetail danmenyenangkan.Artikel ini ditulis untuk menjelaskan bagaimana anak usia dini belajarmembaca dengan menggunakan metode Montessori. Penelitian ini adalah penelitian desktriptif kualitatif. Metode penelitian ini adalah penelitian kepustakaan (library research)melalui teknik pengumpulan data yang diperoleh melalui buku, jurnal, artikel dan sumber lain yang mendukung. Hasil penelitian ini menjelaskan bahwa dalam metode Montessori, anak usia dini belajar membacadengan dua tahap, yaitu tahap Pra-Membaca dan tahap Teknis Membaca. Pada tahap Pra-Membaca anak dapat melakukan aktivitas berbincang, bernyanyi, mendengarkan cerita, dan dibacakan cerita.Pada tahap Teknis Membaca anak beraktivitas membunyikanhuruf atau fonik menggunakan alat berupa huruf raba dan huruf lepas, membangun kata menggunakan Kotak Objek dan Kotak Baca, meningkatkan keterampilan membaca dengan Daftar Kata, membaca dalam hati menggunakan Kotak Rahasia, mengenalkan frasa dan kalimat, memahami konsep Subjek -Predikat -Objek -Deskripsi, dan belajar membaca buku.

Language: Indonesian

ISSN: 2828-6863

Language: Italian

ISSN: 2239-5326

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: Polish

ISSN: 1896-2327, 2353-7787

Language: German

Language: English

ISSN: 0889-5643

Language: Italian

Abstract/Notes: Bu araştırmada, Montessori yaklaşımı doğrultusunda gerçekleştirilen öğretmen eğitimi ve eğitim ortamının düzenlenmesi 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 saptamak amaçlanmıştır. Araştırmada, Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanlarına olan etkisini 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 öğretmen görüşleri doğrultusunda benzer özelliklere sahip olduğu düşünülen bir üniversite anaokuluna devam eden çocuklar ise kontrol grubunu oluşturmuştur. Araştırmada demografik verileri toplamak amacıyla “Genel Bilgi Formu”, çocukların gelişim alanlarını değerlendirmek için Alpern (2007) tarafından geliştirilen Gelişimsel Profil 3 ile Mardell and Goldenberg (1998) tarafından geliştirilen Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4 kullanılmıştır. Montessori yaklaşımına dayalı eğitim öncesinde ilk olarak Montessori eğitim ortamı oluşturulmuş ve gelişimsel değerlendirme labratuvarı hazır hale getirilmiştir. Ardından öğretmenler “Montessori Uygulayıcıların Eğitimi” kapsamında eğitim almışlardır. Çalışma sonucunda öğretmen görüşüne göre Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4’den elde edilen bulgular incelendiğinde, deney ve kontrol 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 lehine anlamlı farklılık olduğu saptanmıştır. Gelişim Profil 3‘e ait sonuçlar incelendiğinde de deney ve kontrol grubundaki çocukların öğretmen görüşlerine göre uyumsal davranış boyutunda; ebeveyn görüşlerine göre fiziksel gelişim, bilişsel gelişim, iletişim alt boyutları ile toplam gelişim puanlarında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. / The present study was aimed at determining the development levels of children aged three, four and five (36-72 months) attending Ankara University Practice Preschool 1, and the effect of Montessori educational approach on their areas of development. A pretest, posttest, retention test experimental design with 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 for the 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 the implementation of Montessori education, Montessori educational environment was prepared and a developmental assessment laboratory was set up. Thereafter, teachers received the Montessori Practitioner 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 differences between 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

ISSN: 2458-777X