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Article
Montessori Education in Japan: Japanese Mothers' Perceptions
Available from: ISSUU
Publication: Montessori Leadership
Date: Dec 2012
Pages: 20-23
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Language: English
Article
Self-Efficacy Perceptions of Teachers on Using the Montessori Method in Special Education in North Cyprus
Available from: World Center of Innovation Research and Publication
Publication: Cypriot Journal of Educational Sciences, vol. 14, no. 4
Date: 2019
Pages: 652-660
Asia, Cyprus, Efficacy, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, Special education, Western Asia
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Abstract/Notes: The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.
Language: English
ISSN: 1305-905X
Article
Educator's Perceptions of the Changes in Their Curriculum Belief Systems Over Time
Available from: ASCD
Publication: Journal of Curriculum and Supervision, vol. 7, no. 3
Date: 1992
Pages: 250-286
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Language: English
ISSN: 0882-1232
Article
Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 28, no. 4
Date: 2001
Pages: 219-224
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Abstract/Notes: Investigated experiences in a multiage classroom, especially from the child's and parents' perspectives. Found that despite concerns, in the multiage classroom each child is allowed to progress at his or her own pace; individuality is valued; competition is lessened; and children have more time to develop relationships. (Author/SD)
Language: English
ISSN: 1082-3301, 1573-1707
Article
Junior High School Students’ Perceptions on the Implementation of Montessori Approach in Vocabulary Learning
Available from: Universitas Nusantara PGRI Kediri
Publication: English Education: Journal of English Teaching and Research, vol. 4, no. 2
Date: 2019
Pages: 75-92
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Perceptions, Southeast Asia
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Abstract/Notes: Montessori approach is mostly used in the kindergarten and elementary school, especially in Indonesia. To explore the approach in the higher level of education, the research took place in a private Montessori Junior High School in Yogyakarta, Indonesia. This study is intended to investigate the students’ perceptions on the implementation of Montessori approach to improve their vocabulary due to the fact that vocabulary is central to language learning. The research participants are students in grades seven and eight. There were three research instruments in this study, namely observations, questionnaire, and Focus Group Discussion (FGD). Three different research instruments were used to make sure that the data obtained was valid. The researchers crosschecked the results from each instrument to triangulate data consistency. Based on the findings, the students have positive perceptions on the implementation of Montessori approach for vocabulary learning. The implementation of Montessori approach promotes its unique learning activities, teacher’s personal guidance, and students’ learning awareness, internal motivation, and interest. The students perceived that the implementation of Montessori approach can improve their vocabulary.
Language: English
ISSN: 2503-4405
Article
Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading
Available from: Universitas Islam Negeri Sunan Ampel Surabaya Digital Library
Publication: IJET (Indonesian Journal of English Teaching), vol. 8, no. 2
Date: 2019
Pages: 26-37
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Perceptions, Southeast Asia
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Abstract/Notes: Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.
Language: English
DOI: 10.15642/ijet2.2019.8.2.26-37
ISSN: 2548-6497
Article
Music Education in Montessori Schools: An Exploratory Study of School Directors’ Perceptions in the United States
Available from: SAGE Journals
Publication: International Journal of Music Education, vol. 35, no. 2
Date: 2017
Pages: 227-238
Americas, North America, Perceptions, United States of America
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Abstract/Notes: This exploratory study examined the changing role of music education and the availability of musical experiences for students attending Montessori schools in the Midwestern United States. On a survey instrument designed by the researcher, Montessori school directors (N = 36) from eight states shared descriptions of the current role of music at their schools, the challenges faced when teaching music, individual perceptions of the impact of music on development, and beliefs about music as a valuable component of the curriculum. Data included responses to Likert-scale items and open-ended questions in an online survey. Analyses revealed that while school directors believed music could be used to engage students in learning or to build upon issues of multicultural understanding, opportunities for musical engagement were limited as a result of stringent budget cuts or time restrictions in the classroom. Implications are discussed in terms of including music in the Montessori classroom in ways that align with Maria Montessori’s pedagogies situated within an international context.
Language: English
ISSN: 0255-7614, 1744-795X
Article
Advantages of Mixed-age Free Play in Elementary School: Perceptions of Students, Teachers, and Parents
Available from: Taylor and Francis Online
Publication: International Journal of Play, vol. 10, no. 1
Date: 2021
Pages: 75-92
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Abstract/Notes: Mixed-age groups have been shown to be effective in classroom settings, but only a handful of studies have explored mixed-age grouping in play. This research is a case study of one New York public elementary school that places great value on recess and mixed-age groupings. The school has implemented Let Grow Play Club before school one day per week for students in kindergarten through fifth grade. We use child interviews, teacher interviews, and parent surveys to examine the perceptions of mixed-age, outdoor play provided in Play Club and the school more generally. Across the different types of data, stakeholders expressed their support for cross-age interactions in mixed-age groupings. This play was perceived as valuable for helping build friendships and developing social skills, as older children become role models to younger ones. As suggested by Vygotsky’s (1978) theories, children are learning from one another and enhancing their development through unstructured play.
Language: English
DOI: 10.1080/21594937.2021.1878774
ISSN: 2159-4937
Article
Trainees' Perceptions of Their Learning Experiences in a 3-Day Workshop on Child-Centered Methodologies in Early Years
Available from: IJAAR Publishing
Publication: International Journal of Research in Education and Sustainable Development, vol. 1, no. 10
Date: Oct 2021
Pages: 48-63
Early childhood care and education, Early childhood education, Teacher training
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Abstract/Notes: Early Childhood and Care Education (ECCE) has attracted global focus as governments of members of United Nations (UN) strive to meet target 4.2 of the Sustainable Development Goals (SDGs), to ensure that all girls and boys have equal access to quality care and preprimary education by 2030. ECCE specialists and stakeholders in Nigeria are involved in various ways, including the organization of workshops for caregivers and teachers to meet the target. In this paper, we present the perceptions of trainees on their learning experiences in a 3-day workshop organized for caregivers/teachers, focusing on child-centered approaches/methodologies in early years. Using a descriptive survey design, all the trainees rated the extent they learnt the methodologies in a Likert-questionnaire. The results suggested that the trainees’ perceptions on the learning of all the methodologies were positive and were neither influenced by their teaching experiences nor their age. Furthermore, their positive perceptions were highest for the following approaches/methodologies: Using circle time; Developing children’s physical domain; Making children learn through play; and Developing children’s cognitive domain. Moreover, their perceptions were lowest for the following: Developing practical ideas for including communities/parents in the classroom; Principles of Montessori approach; Preparing assessment report in early years. Based on the result of this study, we concluded that the workshop enhanced the competence and confidence of the trainees to render care and teach in their schools and made recommendations for sustaining the gains.
Language: English
ISSN: 2782-7666
Article
What Shall We Do: Pretend or Real? Preschoolers’ Choices and Parents’ Perceptions
Available from: Taylor and Francis Online
Publication: Journal of Cognition and Development, vol. 21, no. 2
Date: 2020
Pages: 261-281
Children, Early childhood care and education, Early childhood education, Parent and child, Play
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Abstract/Notes: Pretend play is common in childhood. Yet by age 4, children shown pretend and real activities in a book said they would choose to do the real activity over the pretend one. The present studies extended this research, examining children’s actual behavior in laboratory and school settings (Study 1, n = 32, M = 59.32 months; and Study 2, n = 16, M = 54.08 months), their choices about pretend roles (Study 3, n = 50, M = 59.48 months), and parents’ perspectives on what children prefer (Study 4, n = 83). As in prior work, 4-year-olds preferred real activities from a book; by 5, children also engaged more with real activities. In contrast, 3- to 4-year-olds preferred pretend roles and 5- to 6-year-olds were ambivalent. Parents correctly predicted children’s preference for real activities, but they did not predict that children’s reality preferences increase with age.
Language: English
DOI: 10.1080/15248372.2019.1709469
ISSN: 1524-8372