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Honors Thesis

Applying Constructivist Methodology to Enhance Earth and Space Science (ESS) Teaching in Montessori Schools

Available from: Arizona State University Library

⛔ No DOI found

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Abstract/Notes: This paper recommends amendments to the Montessori teaching system, which can in turn be adapted by individual educators or administrative school boards. The proposed tools mentioned in this paper follow the tenets of Constructivist teaching, which Montessori uses as some of its core teaching values (“Who and What is Montessori?”). Constructivist teaching argues that students learn best when they are able to apply their knowledge base to new learning experiences. The word comes from the idea that students are “constructing” their knowledge base one piece at a time, a process that starts from the ground, or base layer, and builds up from that. This construction involves physical representations of concepts, or guided experiences. Contrary to traditional, “top down” teaching, students learning through constructivist teaching get to experiment with learning concepts before a teacher explains the proper theory. These teachings try to generate excitement for the subject matter as extensions of students’ prior learning. Simulation and data visualization are powerful tools that allow students to discover the patterns present in natural processes by giving them the power to affect the environment and see the results. Implementation of the learning strategies of data visualizations and simulations should improve student performance and excitement in Earth and Space Science (ESS), while also being compliant with the Montessori teaching method.

Language: English

Published: Tempe, Arizona, 2022

Article

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Don’t Bother Trying, They Won’t Do It! Effect of Responsive Behaviors on the Montessori Assessment System

Available from: Taylor and Francis Online

Publication: Clinical Gerontologist, vol. 45, no. 4

Pages: 870-877

Alzheimer's disease, Dementia, Europe, France, Gerontology, Montessori Assessment Tool (MAS), Western Europe

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Abstract/Notes: Objectives The Montessori Assessment System (MAS) is an assessment tool that aims at assessing preserved abilities in persons with moderate to severe dementia and to serve as basis for person-centered interventions. As responsive behaviors are highly frequent in this population, we assessed their possible influence on the MAS administration and results.Methods 193 persons with a diagnosis of dementia in the moderate to severe stages living in nursing homes completed the MAS. Responsive behaviors were assessed by the Neuropsychiatric Inventory (NPI).Results The NPI scores were heterogeneous, but responsive behaviors were present for at least 5 NPI domains in more than 50% of the participants. While NPI scores had weak relationships with MAS completion time and total score, primarily for the hallucinations, euphoria, and aberrant motor behaviors domains, a large majority of the participants fully completed the MAS.Conclusions The presence of responsive behaviors as assessed by the NPI does not limit MAS administration, despite minor influence on MAS score and completion time.Clinical implications The MAS may be applied to persons with moderate to severe dementia presenting responsive behaviors. Assessment of preserved abilities can greatly improve the design of person-centered care plans in this population.

Language: English

DOI: 10.1080/07317115.2021.1924333

ISSN: 0731-7115

Article

Trying to Jump-Start Toddlers

Available from: TIME Magazine Vault

Publication: TIME Magazine, vol. 127, no. 14

Pages: 66

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Language: English

ISSN: 0040-781X

Article

✓ Peer Reviewed

Views on Montessori Approach by Teachers Serving at Schools Applying the Montessori Approach / Montessori yaklaşımını uygulayan okullarda çalışan öğretmenlerin Montessori yaklaşımına ilişkin görüşleri

Available from: Eurasian Journal of Educational Research

Publication: Eurasian Journal of Educational Research [Egitim Arastirmalari], no. 66

Pages: 123-138

Asia, Middle East, Montessori method of education - Criticism, interpretation, etc., Teachers - Attitudes, Turkey, Western Asia, ⛔ No DOI found

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Abstract/Notes: Problem Statement: Further studies on Montessori teachers are required on the grounds that the Montessori approach, which, having been applied throughout the world, holds an important place in the alternative education field. Yet it is novel for Turkey, and there are only a limited number of studies on Montessori teachers in Turkey. Purpose of Study: The aim was to investigate views on the Montessori approach by the teachers who serve at the schools applying the Montessori approach. Methods: Research data was collected by the basic qualitative research, one of the qualitative research methods. Descriptive analysis method was used in analysis of the qualitative data. Nine teachers serving at three different schools in Ankara province applying Montessori approach were interviewed. Findings and Results: Eight main themes were determined upon data analysis; namely, education on Montessori approach, basic qualities required for teachers applying Montessori approach, adequacy of education on Montessori approach, in-service training on the challenges experienced by Montessori teachers, plans of teachers for self-development, following existing studies in Turkey on Montessori approach, views on studies on Montessori approach, and views on the criticisms towards Montessori approach. Conclusions and Recommendations: All teachers confirmed that they internalized the approach upon training in line with Montessori philosophy. They emphasized that they received training covering all the educational fields, yet the implementation dimension was inadequate due to training without the involvement of children. Furthermore, they suggested that all the schools in Turkey were opened by commercial motives, and as such these schools failed to comply with the standards of the institutions providing education on the basis of Montessori approach. They asserted that all criticisms towards Montessori approach would be proved to be groundless upon implementation of the approach. It was seen that experienced supervisors, in-service training, and scientific studies on Montessori approach were required.

Language: English

ISSN: 1302-597X, 2528-8911

Master's Thesis

Importance of Studying Poetry in Lower Elementary Classroom

Available from: MINDS@UW River Falls

Elementary education, Elementary school students, Montessori method of education, Poetry

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Abstract/Notes: This project explores the importance of teaching and studying poetry in a lower elementary Montessori classroom. The purpose of the project is to examine students’ interest and involvement in reading, writing and memorizing poetry and gaining better insight into students’ knowledge and attitudes to this literature genre. The researcher compared involvement and interests of 20 students in one private elementary school in the Midwest. Both small-scale qualitative and quantitative data were collected, during an action research study that lasted seven weeks. The survey results were very promising about studying poetry on a lower elementary level and the rise of interest in this literature genre as well as the evidence offered by student work samples. In just a few weeks, the students’ attitudes and knowledge, and production of poetry significantly increased.

Language: English

Published: River Falls, Wisconsin, 2022

Article

Master Mind: Seven Schools Describe How They Are Applying Research in Neuroscience and the Cognitive Sciences to Student Learning

Available from: InformIT

Publication: Independence, vol. 36, no. 1

Pages: 8-14, 16

Cognitive development, Cognitive neuroscience, Developmental psychology, Neuroscience, Preschool education, Primary education, ⛔ No DOI found

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Abstract/Notes: This article presents descriptions from seven schools of how they are applying research in neuroscience and the cognitive sciences to student learning. Braemar College, Woodend, Victoria implemented Fast ForWord with the knowledge of independently verified results in 2008 to assist students deemed to be at risk academically. Concordia College, Highgate, SA has implemented Brain Week since 2005. It aims to provide Year 8 students with the capacity to understand how their brain works ad to understand what happens to their brain when they learn. The Montessori International College, Buderim, Qld uses the Montessori curriculum to precisely trigger brain functions that are the building blocks of learning and personality. Ravenswood School for Girls Gordon NSW is reviewing its pastoral care program to provide an authentic program which will guide adolescents as they transverse the middle years and promotes student wellbeing, and which has at its base a deep understanding of the changes the adolescent brain is undergoing. St. Michael's Collegiate School, Hobart, Tas is using an executive function mindset to help all students in areas such as planning, organising, prioritising, initiating, sustaining, shifting and self monitoring. This, combined with focused effort, positive self concept, and strategic mindsets, are key to student success across all grades. Scotch Oakburn College, Launceston, Tas is considering brain based maths learning, which in beginning arithmetic takes advantage of the learner's number sense, subitising and counting strategies by making connections to new mathematical operations, so that multiplication tables become tools leading to a deeper understanding of mathematics, rather than an end unto themselves. With the wealth of research evidence growing about the plasticity of the brain, Wilderness School, Medindie, SA designed and implemented in 2011 a 'Thinking and Learning' unit for all Year 9 girls on mindsets.

Language: English

DOI: 10.3316/aeipt.188296

ISSN: 1324-2326

Article

✓ Peer Reviewed

Action Possibilities Enhancing the Spiritual Wellbeing of Young Children: Applying Affordance Theory to the Godly Play Room

Available from: MDPI

Publication: Religions, vol. 13, no. 12

Pages: Article 1202

Godly Play

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Abstract/Notes: Godly Play is an approach to religious education for young children between the ages of three and eight. The Godly Play room, modelled on Montessori’s prepared environment, provides opportunities for young children to respond to Sacred stories, Parables and Liturgical actions presented by the Storyteller through art using any of the materials available to them. However, there is a paucity of research into how different spatial affordances may enhance opportunities for spiritual development in the Godly Play room. This article examines the Godly Play room through the lens of affordance theory. It applies elements of the notion of affordances to three documented anecdotes of Godly Play storytellers to show particular action possibilities enhance opportunities for spiritual development and wellbeing. The analysis highlights the importance of the Storyteller’s guidance, the readily accessible materials, and the dedicated space in which Godly Play is undertaken.

Language: English

DOI: 10.3390/rel13121202

ISSN: 2077-1444

Article

أثر تطبيق منهج منتسوري في تنمية مهارات التفکير الإبداعي مقارنة بالمنهج المطور لدى أطفال مرحلة الروضة / The Effect of Applying Montessori Approach in Developing Creative Thinking Skills Compared to Advanced Approach Upon Kindergarten Children

Available from: The Egyptian Knowledge Bank

Publication: التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) [Education (Al-Azhar): A Refereed Scientific Journal for Educational, Psychological and Social Research], vol. 39, no. 185-3

Pages: 791-842 (Article 17)

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Abstract/Notes: هدف هذا البحث إلى التعرف على أثر تطبيق منهج منتسوري في تنمية مهارات التفکير الإبداعي مقارنة بالمنهج المطور لدى أطفال مرحلة الروضة، واستخدمت الباحثة المنهج السببي المقارن وهو أحد أنواع المنهج الوصفي، أما عينة البحث فهي عينة قصدية، ويبلغ عددها (50) طفلاً من مرحلة الروضة موزعين (25) طفلاً من الروضة التي تتبع المنهج المطور، و(25) طفلاً من الروضة التابعة لمنهج منتسوري، تتراوح أعمارهم بين 4-5 سنوات،وطبقت عليهم اختبار تورانس للفعل والحرکة، کما استخدمت أداة المقابلة على عدد (15) مشرفة تربوية على قسم رياض الأطفال في وزارة التربية والتعليم، وتوصل البحث إلى مجموعة من النتائج أهمها: وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة البحث الذين طبق عليهم منهج منتسوري على الدرجة الکلية لاختبار التفکير الإبداعي ومهاراته (الطلاقة، الأصالة، الخيال)، وهي لصالح القياس البعدي، وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة البحث الذين طبق عليهم المنهج المطور على الدرجة الکلية لاختبار التفکير الإبداعي ومهاراته (الطلاقة، الأصالة، الخيال)،وهي لصالح القياس البعدي، لا توجد فروق ذات دلالة إحصائية عند مستوى (α≤ 0.05) بين متوسط القياس البَعدي لأفراد مجموعة المنهج المطور ومتوسط القياس البَعدي لأفراد مجموعة منهج منتسوري على مهارة الطلاقة في إختبار تورنس للتفکير الإبداعي، لا توجد فروق ذات دلالة إحصائية عند مستوى (α≤ 0.005) بين متوسط القياس البَعدي لأفراد مجموعة المنهج المطور ومتوسط القياس البَعدي لأفراد مجموعة منهج منتسوري على مهارة الخيال في اختبار التفکير الإبداعي، يوجد فروق ذات دلالة إحصائية عند مستوى (α≤ 0.005) بين متوسط القياس البَعدي لأفراد مجموعة المنهج المطور ومتوسط القياس البَعدي لأفراد مجموعة منهج منتسوري على مهارة الأصالة في اختبار التفکير الإبداعي لصالح المجموعة الذين طبق عليهم منهج منتسوري. The study aimed at identifying the impact of applying Montessori approach in the development of creative thinking skills compared with developed curriculum among kindergarten children. The researcher has used the causal comparative, one of the types of descriptive approaches The research sample consisted of: Deliberate sample, numbering (50) children from kindergarten distributed equally, (25) children from kindergarten that follow developed curriculum, and 25 children from the kindergarten using the method of Montessori, between the ages of 4-5 years. Torrance test for reaction and movement was applied, and interview tool was applied to (15) kindergarten educational supervisors at kindergarten at the Ministry of Education. The research found a range of results, indicating that: There were significant statistical differences in the responses of sample members who were subjected to applying the Montessori approach in the total score of testing the creative thinking skills (fluency, originality, imagination ), infavor of the dimensional measurement. There were significant differences in the resposes of research sample who were subjected to applying the developed approach, The total scores of testing the skills of creative thinking (fluency, originality, imagination), are in favor of the dimensional measurement. There were no statistically significant differences at (α ≤ 0.05) between the average of post test performance for members of the developed curriculum group and the average of post test performance of the post for members of Montessori approach on the skills of fluency in Torrance Test of Creative Thinking. There were no statistically significant differences at (α ≤ 0.005) between the average of post test performance for members of the developed curriculum group and the average of post test performance for members of Montessori approach in imagination skill in the creative thinking test. There were statistically significant differences at (α ≤ 0.005) between the average of post test performance for members of the developed group curriculum and posttest average of post test performance of members of a Montessori approach on the skills of originality in the creative thinking test in favor of the group who were subjected to applying Montessori approach.

Language: Arabic

DOI: 10.21608/jsrep.2020.86453

ISSN: 1110-323X

Article

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Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4

Pages: 78-91

Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training

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Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.

Language: Italian

ISSN: 2255-0666

Article

✓ Peer Reviewed

Da Ellen Key a Maria Montessori: La Progettazione di Nuovi Spazi Educativi per l’Infanzia [From Ellen Key to Maria Montessori: Planning New Educational Spaces for Childhood]

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 5, no. 1

Ellen Key - Biographic sources, Ellen Key - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]

Language: Italian

DOI: 10.6092/issn.1970-2221/1767

ISSN: 1970-2221

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