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Master's Thesis
Investigating the views of Montessori preschool teachers on inclusive education in Montessori approach / Montessori yaklaşımında bütünleştirme uygulamalarına ilişkin Montessori okul öncesi öğretmenlerinin görüşlerinin incelenmesi
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Inclusive education, Middle East, Montessori method of education, Montessori method of education - Teachers, Teachers, Turkey, Western Asia
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Abstract/Notes: The purpose of the study was to investigate the views of Montessori preschool teachers on inclusive education in Montessori approach. The views of 18 participants were examined in this study. All participants were selected from Ankara and İstanbul and they were investigated by a semi-structured interview protocol that was developed by the researcher based on the literature review. The protocol contained questions in three major parts; these were demographic questions about participants, questions about views on inclusive education and questions about views on inclusive education in Montessori approach and its advantageous and disadvantageous for children with disabilities. Phenomenology design was employed in the study and purposive sampling was used to reach the participants. According to findings of content analysis, Montessori teachers stated that they did not find themselves adequately educated and experienced in inclusive education but a large part of them thought that inclusive education is good for development of both disabled and non-disabled students. On the other hand, Montessori teachers expressed that enabling children to be independent and to encourage them to make their own decisions are the most important point of Montessori understanding. However, when considered in terms of disabled students, most teachers indicated that such liberal environment could constitute disadvantages for such students. Teachers stated that an educational environment which is structured and where influence of the teacher is more intensive would be better in terms of education of the disabled child, particularly when working with students with severe disabilities or students with attention deficit or autism. / Bu çalışma, Montessori anaokullarında çalışan okul öncesi öğretmenlerinin bütünleştirme eğitimi ve Montessori yaklaşımında bütünleştirme uygulamaları hakkındaki görüşlerini anlamayı amaçlamıştır. Çalışma 18 katılımcıyı kapsamaktadır. Tüm katılımcılar Ankara ve İstanbul ilinde Montessori okullarında çalışan okul öncesi öğretmenleri arasından seçilmiş olup, görüşmeler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yapılmıştır. Görüşme formu üç ana bölümden oluşmaktadır. İlk bölümde katılımcılar hakkındaki demografik bilgiler sorgulanırken, ikinci bölümde katılımcıların bütünleştirme eğitimi hakkındaki görüşleri ve son bölümde ise katılımcıların Montessori eğitimindeki bütünleştirme uygulamaları hakkındaki görüşleri sorgulanmıştır. Çalışmanın sonunda nitel analiz yapılmış olup bulgulara göre Montessori öğretmenleri bütünleştirme eğitimi konusunda kendilerini yeterince eğitimli ve deneyimli bulmadıklarını belirtmiş, ancak bütünleştirme eğitiminin hem engelli hem de engelsiz öğrenciler için faydalı olduğunu düşündüklerini ifade etmiştir. Öte yandan, Montessori öğretmenleri Montessori eğitiminin çocuğun bağımsız bir birey olmasında önemli bir rol oynadığını ifade etmiş, çocukların kendi kararlarını vermelerini teşvik etmenin Montessori anlayışının en önemli noktaları olduğunu belirtmiştir. Ancak engelli öğrenciler açısından değerlendirildiğinde öğretmenlerin çoğu bu özgürlükçü ortamın engelli öğrenciler için dezavantajlar oluşturabileceğini söylemiştir. Öğretmenler, özellikle ağır engelli öğrenciler ya da dikkat dağınıklığı olan ya da otizmli öğrenciler ile çalışırken öğretmenin etkisinin daha yoğun olduğu, yapılandırılmış bir eğitim ortamının çocuğun eğitimi açısından daha iyi olacağını ifade etmiştir.
Language: English
Published: Ankara, Turkey, 2019
Book Section
Montessori-Pädagogik bei mehrfach und verschiedenartig behinderten Kindern in der Montessori-Sonderschule [Montessori pedagogy for children with multiple and different disabilities in the Montessori special school]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 330-335
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Special education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book
Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]
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Abstract/Notes: Distributed by the Deutsche Montessori-Gesellschaft with the January 1927 issue of their periodical "Montessori-Nachrichten".
Language: German
Published: Berlin, Germany: Hensel and Co. Verlag, 1927
Article
Manajemen Pendidikan Karakter Metode Montessori di Jogjakarta Montessori School [Montessori Method of Character Education Management at Jogjakarta Montessori School]
Available from: Universitas Sarjanawiyata Tamansiswa
Publication: Media Manajemen Pendidikan [Educational Management Media], vol. 2, no. 2
Date: 2019
Pages: 251-259
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter yang meliputi 1) perencanaan, 2) pengorganisasian, 3) pengarahan dan pelaksanaan, 4) evaluasi dan pengendalian, 5) faktor pendukung serta 6) faktor penghambat di SD Montessori. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan wawancara mendalam, observasi partisipatif, studi dokumentasi. Data dianalisis secara deskriptif kualitatif melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen pendidikan karakter pada kurikulum, pendidik, pembiayaan peserta didik, sarana dan prasarana, pembiayaan pendidikan; 2) pengorganisasian manajemen pendidikan karakter pada pelatihan guru baru, pengarahkan para guru, kesempatan bagi guru atau staf untuk berpartisipasi dalam memberikan sumbangan pikiran, mengikutsertakan yayasan, guru, staf dan komite sekolah dalam membuat perencanaan manajemen, memberikan nasehat dan arahan yang benar; 3) pelaksanaan manajemen pendidikan karakter sesuai dengan perencanaan dengan apparatus dan pendampingan dari guru; 4) evaluasi manajemen pendidikan karakter dengan melihat kemandirian dan keberanian, pembuatan project, berperilaku santun; 5) faktor pendukung meliputi kegiatan di luar sekolah bermasyarakat, kegiatan ektrakurikuler, peraturan untuk tidak memakai atribut keagamaan selama di sekolah, sarana dan prasarana sekolah, pendidik yang ramah dan perhatian, kegiatan sosial dan kerjasama dengan sekolah lain; 6) faktor penghambat pendidikan karakter pada Jogjakarta Montessori School yaitu kurangnya kerjasama orang tua siswa dalam menanamkan nilai kedisiplinan, tanggungjawab, menghargai prestasi, dan rasa ingin tahu. [This study aims to determine the management of character education which includes 1) planning, 2) organizing, 3) directing and implementing, 4) evaluation and control, 5) supporting factors and 6) inhibiting factors in SD Montessori. This research use desciptive qualitative approach. Data collection techniques are in-depth interviews, participatory observation, and documentation studies. Data were analyzed descriptively qualitatively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that: 1) character education management planning in the curriculum, educators, student funding, facilities and infrastructure, education financing; 2) organizing character education management on new teacher training, directing teachers, opportunities for teachers or staff to participate in contributing ideas, involving foundations, teachers, staff and school committees in making management plans, providing correct advice and direction; 3) implementation of character education management in accordance with planning with apparatus and mentoring from teachers; 4) evaluation of character education management by looking at independence and courage, making projects, behaving politely; 5) supporting factors include activities outside of school in the community, extracurricular activities, regulations not to use religious attributes while at school, school facilities and infrastructure, friendly and caring educators, social activities and collaboration with other schools; 6) the inhibiting factor for character education at Jogjakarta Montessori School is the lack of cooperation between parents in instilling the values of discipline, responsibility, respect for achievement, and curiosity.]
Language: Indonesian
ISSN: 2622-3694
Master's Thesis
Montessori 교사교육에 대한 Montessori 교사의 인식 [Montessori Teachers' Perceptions of Montessori Teacher Education]
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Language: Korean
Published: Seoul, South Korea, 2000
Article
Zur Bedeutung der Montessori-Methode und des Montessori-Phänomens unter besonderer Berücksichtigung der Aphasietherapie [On the importance of the Montessori method and the Montessori phenomenon with special consideration of aphasia therapy]
Publication: Die Rehabilitation, vol. 19, no. 2
Date: 1980
Pages: 115-119
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Language: German
ISSN: 0034-3536
Article
Maria Montessori: The Montessori Method (Introduction by Martin Mayer); Spontaneous Activity in Education (The Advanced Montessori Method, Vol. 1); The Montessori Elementary Material (The Advanced Montessori Method, Vol. 2)
Available from: Springer Link
Publication: International Review of Education, vol. 11, no. 2
Date: 1965
Pages: 240-242
Article
Ein Leben für Montessori: zum Tod des Montessori-Forschers Prof. Dr. Günter Schulz-Benesch [A life for Montessori: on the death of the Montessori researcher Prof. Dr. Günter Schulz-Benesch]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 35, no. 3-4
Date: 1997
Pages: 115-116
Günter Schulz-Benesch - Biographic sources, Harald Ludwig - Writings, Obituaries
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Language: German
ISSN: 0944-2537
Master's Thesis
El mètode Montessori a Catalunya a través de revistes i publicacions periòdiques (1911-2014) [The Montessori method in Catalonia through journals and periodicals (1911-2014)]
Available from: Universitat de Vic - Institutional Repository
Europe, Southern Europe, Spain
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Abstract/Notes: Maria Montessori (1870-1952), doctora i pedagoga, va dedicar la vida a l’estudi de l’infant. A partir de les seves observacions va elaborar un mètode pedagògic en el qual el centre era el nen i propiciava la resolució de les seves necessitats. El seu mètode va estendre’s per tot el món, arribant a Catalunya l’any 1911 a través d’un article a la revista Feminal. L’any 1914 es va dur a terme per primera vegada a la Casa de Maternitat de Barcelona una experiència d’aplicació del mètode Montessori. Des d’aquell moment l’ interès pel mètode va anar en creixement, sent molts els mestres i pedagogs interessats en ell. Aquest fet va provocar que fins i tot la mateixa Maria Montessori va viure durant un període a Catalunya. En aquest treball hem analitzat 95 articles publicats a Catalunya des del 1911 al 2014, any de celebració del centenari de la primera aula Montessori a Barcelona, per tal de valorar la repercussió que aquests articles podien haver tingut en la difusió i impuls del mètode a Catalunya. [Maria Montessori (1870-1952), a doctor and pedagogue, dedicated her life to the study of the child. From his observations he elaborated a pedagogical method in which the center was the child and favored the resolution of his needs. Her method spread all over the world, arriving in Catalonia in 1911 through an article in the magazine Feminal. In 1914, an experiment in the application of the Montessori method was carried out for the first time at the Barcelona Maternity Home. From that moment on, interest in the method grew, with many teachers and educators interested in it. This fact caused that even the same Maria Montessori lived during a period in Catalonia. In this work we have analyzed 95 articles published in Catalonia from 1911 to 2014, the year of the centenary of the first Montessori classroom in Barcelona, in order to assess the impact that these articles could have had on the dissemination and promotion of the method in Catalonia.]
Language: Catalan
Published: Vic, Spain, 2017
Article
USA: Montessori-Pädagogik in der Grundschule: ein portrait der Butler School in Darnestown, Maryland, USA [USA: Montessori Education in Elementary School: a portrait of the Butler School in Darnestown, Maryland, USA]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 3
Date: 2000
Pages: 150-163
Americas, Montessori method of education, North America, United States of America
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Language: German
ISSN: 0944-2537