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Report
Comparing Montessori Education and Conventional Education on Aspects of Creativity
Available from: Syracuse University
Comparative education, Montessori method of education
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Abstract/Notes: My Honors Thesis compares creativity in children taught in a Montessori classroom with students taught in a conventional classroom. I tested 58 children at Belle Valley Elementary School in Erie Pennsylvania, half in the Montessori program, half in traditional classrooms. Their ages ranged from 5-9, from kindergarten to 3rd grade. I hypothesized that the independence allowed in Montessori classrooms would help foster creativity in its students. The project uses two forms of evaluation to test the concept of creativity, the Torrance Test of Creative Thinking and consensual assessment to score a creative collage. Significant developmental differences were found; older children scored higher on the creativity tests. There was, however, no significant difference between Montessori and conventionally taught children. The conclusion is that in young children creativity develops over time, but that the type of schooling does not moderate this development.
Language: English
Published: Syracuse, New York, 2005
Article
Inclusive Education for Exceptional Children in Egypt and the US: Reforming Egyptian Inclusive Education System in Post-pandemic World
Available from: Knowledge E Publishing
Publication: Gulf Education and Social Policy Review (GESPR), vol. 3, no. 2
Date: 2023
Pages: 318-344
Africa, Americas, Educational change, Egypt, Inclusive education, Middle East, Montessori method of education - Criticism, interpretation, etc., North Africa, North America, United States of America
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Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.
Language: English
DOI: 10.18502/gespr.v3i2.12617
ISSN: 2709-0191
Book
Report on the Montessori System of Education: Presented to the Council of Education, Witwatersrand
Africa, L. C. Wynsouw - Writings, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Published: Johannesburg, South Africa: Council of Education, 1915
Article
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 1-18
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Language: English
ISSN: 2378-3923
Article
Development of a Peace Education Program by the Kindergarten Teacher Awareness for Peace Education in Korea
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 9, no. 2
Date: 2003
Pages: 39-69
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Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.
Language: English
ISSN: 1226-9557, 2733-9653
Article
Maria Montessori and Embodied Education: Current Proposal in Preschool Education
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 149-163
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Abstract/Notes: The Montessorian proposal for childhood education appears highly modern and relevant in relation to the development of both motor skills and cognitive functions (Shivji, 2016;), strongly supported by neurosciences’ embodied theories (Roessingh, H. & Bence, M. 2018)), and the increasing wellbeing problem related to childhood (Pate et al, 2014; Ross, 2012). This review analyses Maria Montessori’s modern educational vision, in light of the emerging needs of today’s children. The contribution reviews existing literature focusing on body and movement, but connected with cognitive, emotional and well-being aspects, which are critical in preschool education, both for educators/teachers (Atli, 2016; Akkerman, 2014; Lillard, 2011), and for school reform policies (Lillard, 2019).
Language: English
DOI: 10.6092/issn.1970-2221/12195
ISSN: 1970-2221
Article
A Comparative Study Between Montessori Education and Ecology Education / 몬테소리 교육프로그램과 생태교육프로그램에 관한 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 11
Date: 2006
Pages: 17-34
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Language: Korean
ISSN: 1226-9417
Article
Life Education [Drug education program]
Publication: Montessori Today (London), vol. 1, no. 5
Date: Sep/Oct 1988
Pages: 12-13
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Language: English
ISSN: 0952-8652
Article
Career Education vs. Education as a Career
Publication: American Montessori Society Bulletin, vol. 15, no. 4
Date: 1977
Pages: 1-11
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Language: English
ISSN: 0277-9064
Article
Visions of Early Childhood Education in the 21st Century: The Present Situation and Future Direction of Montessori Education in Korean Kindergarten
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 6
Date: 2000
Pages: 115-146
Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: The present study was intended to investigate the current status of Montessori education practices in Korea and to suggest future direction for its improvement and successful implementation of Montessori education in Korean kindergarten. This study was conducted by self-administered questionnaire survey. Subjects served for the study consisted of 85 Montessori teachers among 30 Montessori Kindergartens located in Seoul area, sampled from Korean Montessori kindergarten, using random sampling method. Data were analysed by IBM-PC computer, using SAS program. Statistical methods employed were frequency of item, t-test, and ANOVA. The summary of the research findings was as follows: It was revealed that Korean Montessori teachers who have worked for Montessori Kindergarten with the large amount of Montessori materials on hand had considerably higher recognition of the practical application of Montessori materials and teaching method of Montessori`s theory and program than Montessori teachers with small amount of materials in their Montessori kindergarten. However, the educational instruments for assessing the whole development of children held in stock by Korean Montessori kindergarten generally were below the mean number of holdings. Therefore, the author suggests the importance of educational assessment instruments for Montessori children and those proper application methods.
Language: English
ISSN: 1226-9557, 2733-9653