Abstract/Notes: Bakalářská práce na téma role asistenta pedagoga na základní škole s Montessori programem se věnuje inkluzi žáků se speciálními vzdělávacími potřebami a pozici asistenta pedagoga v Montessori prostředí. Vymezili jsme vzdělávání žáků se speciálními vzdělávacími potřebami včetně nejčastějších diagnóz, se kterými se během výzkumu setkáme. Celá práce se opírá o legislativní rámec České republiky v oblasti základního vzdělávání. V práci také popisujeme alternativní vzdělávání a jeho nejčastější možnosti, včetně charakteristiky vzdělávání podle filozofie Marie Montessori. V této části se věnujeme principům Montessori pedagogiky, roli Montessori pedagoga, charakteristice prostředí i organizaci výuky, včetně forem a metod výuky. Cílem výzkumu bylo zjistit, jaká je aktuální situace ve vzdělávání žáků se speciálními vzdělávacími potřebami a v jejich podpoře v alternativní škole. Dalšími cíli bylo popsat práci asistenta pedagoga v Montessori škole s vymezením hlavních rozdílů mezi jeho rolí v Montessori škole a ve škole tradiční. V praktické části byla popsána realizace kvalitativního výzkumu, který jsme provedli za pomoci polostrukturovaných rozhovorů a s využitím metody pozorování. V praktické části jsme také popsali cíle výzkumu a výzkumné otázky, které jsme z cílů vymezili. Všechny cíle výzkumu byly splněny a otázky jsme zodpověděli. Rozhovory jsme zpracovali na a základě kódování rozdělili do několika kategorií. Práce obsahuje analýzu výsledků rozhovorů a ukázky z pozorování vyučování. V závěru práce vyhodnocujeme výsledky celého výzkumu a zodpovídáme výzkumné otázky. / This bachelor’s thesis deals with the topic of the role of teacher assistant in a primary school classroom with Montessori program, focusing on the inclusion of pupils with special educational needs and on the position of a teacher assistant in Montessori learning environment. We defined the education of pupils with special educational needs, including the most frequent diagnoses we encounter during the research. The whole paper is grounded in the legislation of the Czech Republic in the field of primary education. The paper also describes alternative education and its most common varieties and includes the characteristics of the education following Maria Montessori philosophy. This part is dedicated to the principles of the Montessori method, to the role of a Montessori teacher, to the characteristics of the classroom environment as well as to the teaching organisation, including teaching forms and methods. The object of this research was to find out about the current situation in educating pupils with special educational needs and in their support in the alternative classroom environment. Another object was to describe the work of a teacher assistant in a Montessori school, defining the basic differences between their role in a Montessori school and in a traditional school. The practical part of the paper describes the implementation of a qualitative research, which was carried out by means of semi-structured interviews and the method of observation. The research objects and the research questions defined by the objects were also described in the practical part. All the research goals were achieved, and all the questions were answered. The interviews were processed and divided into several categories based on coding. The paper contains an analysis of the results of the interviews and illustrations of lesson observations. In the paper conclusion the whole research results are assessed and the research questions are answered.

Language: Czech

Published: Prague, Czechia, 2021

Abstract/Notes: The main target of my essay is to find out and to clarify the meaning of “elements of Montessori pedagogy”. The theoretic part of the essay contains entrance to the theme, information about life and pedagogic work of Marie Montessori, explanation and closer understanding of intention and philosophy of pedagogy Marie Montessori. In this essay is describing principals of Montessori pedagogy. There is five parts which are used for Montessori pedagogy. Theoretic part of this essay also includes description of the main documents for kindergarten, which means framework and school education program. The essay is donated to explanation of poems principal and element from the pedagogic and lexicon view. In practical part of this essay is the purpose to find out what it “element of Montessori pedagogy” is and how this poem “elements” understanding managers and pedagogues of selected kindergartens and also the member of company Montessori o.s. Many of kindergartens in these days proclaim use of elements of Montessori pedagogy, but Montessori pedagogy only works with poem “principals”. The target is to find out the elements composing into the school education program for preschool education. ůnother target is to find out how pedagogic works in practice in kindergartens with “Montessori elements”. The essay explains how schools and teachers understand the original intention of the Montessori direction.

Language: Czech

Published: Prague, Czechia, 2017

Abstract/Notes: Bu araştırmada çalışma grubunu oluşturan Montessori programı ve MEB programı ile okul öncesi eğitim alan deneme ve kontrol grubu çocukların Bilişsel gelişim ve Sosyal yetkinliklerini karşılaştırmalı olarak incelemek amaçlanmıştır. Araştırma çalışma grubunda 2016-2017 eğitim öğretim yılında Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Anaokulunda Montessori programı ile okul öncesi eğitimi alan 20 ,Esentepe Koleji Anasınıfında MEB programı ile okul öncesi eğitimi alan 20 kontrol olmak üzere toplamda 40 çocuktan oluşmaktadır. Araştırmada veri toplamak amacıyla Marmara Gelişim Ölçeğinin alt ölçeği olan Bilişsel Gelişim Ölçeği ve Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30) Ölçeği kullanılmıştır. Testler deney ve kontrol gruplarına ön ve son test olmak üzere uygulanmıştır. Elde edilen verilerin analizinde Mann Whitney U testi ve Wilcoxon İşaretli sıralar testi kullanılmıştır. Araştırma sonucunda elde edilen bulgular incelendiğinde; bilişsel gelişim ölçeği son test puanlarının kontrol grubu lehinde bir farklılaşma gösterdiği, Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30)ölçeğinin sosyal yetkinlik, Saldırganlık ve Kaygı alt ölçeklerinin son test puanlarında ise anlamlı farklılık bulunamamıştır. / In this study, Montessori curriculum and MEB curriculum(Ministry of Education Preschool Education Curriculum ) which constitute the study group and control group who took pre-school education aimed to examine the children's cognitive development and social competence comparatively. The research study group consists of 40 children, 20 of whom are in pre-school education at the Montessori curriculum in Selcuk University School of Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School, 20 of which are MEB curriculum (Ministry of Education Preschool Education curriculum) at Esentepe College Kindergarden and 20 of which are in pre-school education. The Cognitive Developmental Scale and the Social Competence and Behavior Evaluation-30 (SYDD-30) Scale were used as the subscale of the Marmara Developmental Scale in order to collect data in the study. The tests were performed to the experimental and control groups as pre- and post-test. Mann Whitney U test and Wilcoxon Marked rank test were used for the analysis of the obtained data. When the findings of the research are examined; There was no significant difference in the scores of Social Competence and Behavior Evaluation-30 (SYDD-30) social competence, Aggression and Anxiety subscales, whereas cognitive development scale post test scores showed differentiation in favor of the control group.

Language: Turkish

Published: Konya, Turkey, 2018

Language: Korean

ISSN: 1226-2722

Language: English

ISSN: 1354-1498

Language: English

Published: Moraga, California, 2008

Abstract/Notes: Teacher decision-making is referred to as the fundamental responsibility of teachers. All teachers are asked to make decisions on a daily basis in their classrooms. For decades researchers have collected data on teacher decision-making in hopes to understand how teachers make decisions and why. Interestingly, most researchers collect data on teacher decision-making only in public school classrooms. The purpose of this study was to collect teacher decision-making data in a nearly unexplored classroom environment, the lower elementary Montessori classroom. The objective of this study was to examine what characteristics operated in the decision-making of two lower elementary Montessori guides. The hypothesis was lower elementary Montessori guides may have more opportunities to understand and approach care and culturally responsive teaching given the Montessori environment seeks to develop the whole child. In order to explore lower elementary Montessori guide decision-making I chose to perform a qualitative case study design. First, I gathered information about the school. Second, I collected data on the two lower elementary Montessori guides in this study. Once data was collected I reviewed the data for emerging themes. Then, I asked the question how was care and cultural responsiveness understood and approached in the decision-making of these two lower elementary Montessori guides.The findings of this study revealed three (3) main influences on the decision-making of lower elementary Montessori guides at River Montessori: (1) Association Montessori Internationale Training (AMI); (2) school ideology; and (3) guide improvisation based on student observation. Care and cultural responsiveness was understood and approached by both lower elementary Montessori guides in this study. However, the enactments of cultural responsiveness fell short of normative understandings of culturally responsive teaching (Gay, 2000; 2002).

Language: English

Published: Austin, Texas, 2013

Abstract/Notes: The purpose of this study was to explore and reveal the process behind how teachers that administer standards-based tests implement instructional practices in the classroom according to the accountability measures of NCLB. The study revealed how teachers in two different school settings prepared their students for the yearly standardized test. In addition, perspectives from administrators and teachers in a Montessori public school and a traditional school setting was included to explain how teacher attitudes toward NCLB are involved in the test preparation process and how specific instructional practices affect student achievement. This research study was conducted using qualitative and quantitative research methods which discovered many similarities and differences between the two teaching and learning environments. The goals of the study were to determine (a) whether there was a significant difference between the Montessori public school teachers and the traditional public school teachers in terms of their perceptions of daily instructional practices, and (b) the significant difference between the Montessori school teachers and the traditional public school teachers in terms of their perceptions toward standardized tests as required by the NCLB law. The primary methods used in the study included a survey and face-to-face interviews with administrators and teachers’ in Grades 3–8. Findings from the study showed that both groups of teachers implemented many of the same instructional practices, but in different ways and from different perspectives as shared by the voices of the teachers throughout the study. Teachers made it a goal to prepare students for standardized testing according to the state requirements. In both learning environments students exhibited success on standardized test. At the administrative level the findings lead to the conclusion that the administrators at both sites support the review and use of data from school-wide assessments and state exams to help their students achieve on standardized testing and their teachers are fully supported by the administration during testing. However, it was evident that the way in which the two schools approached testing was different.

Language: English

Published: Minneapolis, Minnesota, 2010

Abstract/Notes: Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could affect an individual ability to think critically. Tis could be breached through impactful method of instruction from elementary school. Thus, this study examined the differential effectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. Te sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Te Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean difference, Analysis of Covariance (ANCOVA) and Least Significant Difference (LSD) were the statistical tool used to analyse the data. The study found that both Montessori Didactic Material and Direct Instruction method were efficacious in teaching pupils with hearing impairment. However, the former was more effective. The teaching methods do not have significant gender effect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self- direction and independence not minding gender, intellectual and economic disparities

Language: English

DOI: 10.5937/specedreh17-18600

ISSN: 2406-1328, 1452-7367

Abstract/Notes: Researchers who study any intervention must rule out potential alternative explanations for their results by establishing that the program being investigated is implemented with fidelity. Various instructional practices are attributed to the Montessori Method because the term is not legally protected, meaning any school can say it is Montessori regardless of the degree to which it adheres to practices generally understood to represent Montessori education. Researchers have used a variety of tools to measure the fidelity of Montessori environments they study, but most of these tools lack an extensive psychometric foundation or are labor intensive, requiring in-person observation. The purpose of this study was to examine the psychometric properties of instruments that were developed to measure Montessori implementation through Early Childhood (EC) and Elementary (EL) teachers’ reported instructional practices. Findings supported three hypothesized dimensions of Montessori implementation (structure, curriculum, and freedom), which worked fairly well in describing practices. While the properties of these instruments are promising and provide preliminary supporting evidence, results of this analysis suggest further refinement of the items in these instruments is necessary with larger and more diverse samples. While we do not suggest that these are finalized tools, we believe they provide a valuable starting point that is a vast improvement over the requirement of investigators to develop their own instruments as part of each Montessori study they design. The authors hope other researchers will incorporate these instruments into their studies to help build a robust body of evidence supporting their use.

Language: English

DOI: 10.17161/jomr.v5i1.9797

ISSN: 2378-3923