Language: English

ISSN: 1071-6246

Abstract/Notes: This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized ...

Language: English

DOI: 10.3102/0002831214523821

ISSN: 0002-8312, 1935-1011

Abstract/Notes: A preschool experience was provided for lower-income negro children, and then their gains or losses in IQ and social integration were evaluated in terms of the type of the teaching method used. Thirty lower-income negro children and 17 middle-income negro and white children were separated into three groups and exposed to three teaching methods. Class one was unintegrated (all lower-income negro children) and non-Montessorial in methodology. It was the most unrestricted in terms of teacher control. Class two as integrated and non-Montessorial, but teacher control and restriction was more evident. Class three was integrated and Montessorial. The pupils here were the most disciplined and controlled. A thorough study was made of these classroom procedures, teaching techniques, and pupil activities. The results of the Stanford Binet intelligence tests showed no significant iq gain among the groups or within a group from test one at the beginning of the eight-week summer session to test two at the end of the session. But individual gains appeared. These were found to be an inverse function of distractibility. A winter pre-school session, with new pupils and using only the Montessori method, resulted in IQ gains. This was attributed to an improved classroom atmosphere. In general, the sessions did increase the children's readiness to begin school work and helped them to gain social confidence. Encouraging parental interest and participation was a collateral aspect of the programs. (WD)

Language: English

Published: Washington, D.C., 1966

Abstract/Notes: The Montessori Method underpinned by the principle of person-centered care has been widely adopted to design activities for people with dementia. However, the methodological quality of the existing evidence is fair. The objectives of this study are to examine the feasibility and effects of a culturally adapted group-based Montessori Method for Dementia program in Chinese community on engagement and affect in community-dwelling people with dementia.

Language: English

DOI: 10.1186/s12877-020-01967-0

ISSN: 1471-2318

Abstract/Notes: Kenya distinguishes itself from other sub-Saharan African countries with its well-established system of early childhood development and education (ECDE). This chapter describes environmental, economic and social-cultural circumstances in Kenya and how these affect ECDE program design, curriculum and preschool activities. The author will provide a brief historical overview of early childhood educational contexts in Kenya and how preschool teachers meet minimum standards of a quality program using Guidelines for Early Childhood Development in Kenya (NACECE (National Center for Early Childhood Education). (2003). Guidelines for early childhood development in Kenya. Nairobi: Author.) with an African approach. Specific focus will be given to the diverse and contrasting program settings for early childhood care and education from the affluent city suburbs to the rural agrarian farms and the arid and semi arid (ASAL) areas of Kenya.

Language: English

Published: Dordrecht, The Netherlands: Springer Netherlands, 2013

ISBN: 978-94-007-4972-6 978-94-007-4971-9

Series: Educating the Young Child

Abstract/Notes: The purpose of this study was to investigate why some Hawaiian language and culturebased (HLCB) educators perceived the Montessori approach to be congruent with their goals and values and to determine the salient features of the Montessori approach used by HLCB teachers who received Montessori training. Interviews and focus group discussions were conducted with 40 HLCB participants, including 15 key informants who had at least 180 hours of Montessori training. Data also included classroom and school visits and analyses of school documents. Data analysis revealed six themes and two linkages that related the themes and their elements. Four themes were related to why HLCB educators have perceived the Montessori approach to be congruent with their values and goals. These were (a) similar views regarding their work as a lifestyle, (b) common pedagogical practices, (c) shared values and beliefs as educators, and (d) an overlapping world-view. One theme described the distinctions between the approaches. The final theme included challenges to implementing and maintaining HLCB programs. The findings suggest that researchers and teacher educators interested in culturally congruent education should take into account the underlying world-view of both the research paradigm and the participants involved, and that school reform should be comprehensive, culturally congruent, and generated from within communities and other stakeholders. They also indicate that culturally congruent, place-based education may enhance academic self-efficacy and could serve as a bridge between seemingly disparate educational approaches.

Language: English

Published: Manoa, Hawaii, 2006

Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Language: English

Published: Chicago: Aldine Pub. Co., 1968

Abstract/Notes: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 8, 2006). The purpose of this study was to investigate why some Hawaiian language and culture-based (HLCB) educators perceived the Montessori approach to be congruent with their goals and values and to determine the salient features of the Montessori approach used by HLCB teachers who received Montessori training. The sociocultural perspective on learning provided the theoretical foundations and grounded theory methodology guided the research process. Interviews and focus group discussions were conducted with 40 HLCB participants, including 15 key informants who had at least 180 hours of Montessori training. Data also included classroom and school visits and analyses of school documents. Data analysis revealed six themes and two linkages that related the themes and their elements. Four themes were related to why HLCB educators have perceived the Montessori approach to be congruent with their values and goals. These were (a) similar views regarding their work as a lifestyle, (b) common pedagogical practices, (c) shared values and beliefs as educators, and (d) an overlapping world-view. One theme described the distinctions between the approaches. The final theme included challenges to implementing and maintaining HLCB programs. The findings suggest that researchers and teacher educators interested in culturally congruent education should take into account the underlying world-view of both the research paradigm and the participants involved, and that school reform should be comprehensive, culturally congruent, and generated from within communities and other stakeholders. They also indicate that culturally congruent, place-based education may enhance academic self-efficacy and could serve as a bridge between seemingly disparate educational approaches.

Language: English

Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1981

Edition: 1st ed.

ISBN: 0-536-03647-0