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Article
Nutidens og fremtidens paedagogik, barnets frihed og selvopdragelse: en Montessori-betragtning [The pedagogy of the present and the future, the freedom and self-education of the child: a Montessori consideration]
Available from: Royal Danish Library
Publication: Illustreret tidende, vol. 60, no. 26
Date: 1919
Pages: 363-364
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Abstract/Notes: This article was digitized by the Royal Danish Library. Each page of the article is available as a separate PDF file. Page 1 (p. 363): http://img.kb.dk/iti/60/pdf/iti_60_0375.pdf Page 2 (p. 364): http://img.kb.dk/iti/60/pdf/iti_60_0376.pdf
Language: Danish
Article
Zilu zai meng shi jiaoyu zhong ziran chansheng / 自律在蒙氏教育中自然产生 [Self-discipline Produced Naturally in Montessori Education]
Publication: Jia zhi gong cheng / 价值工程 [Value Engineering], vol. 2013, no. 34
Date: 2013
Pages: 274-275
Asia, China, East Asia, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The paper first expounds the produce of discipline in the Montessori education, then describes how Montessori education thought cultivates children's self-discipline. The article focuses on how the discipline of children naturally produced in the Montessori education, mainly discusses how to use the montessori education theory cultivate children's self-discipline.
Language: Chinese
ISSN: 1006-4311
Article
Attention to Detail: Pathways to Self-Perfection
Publication: AMI/USA News, vol. 14, no. 2
Date: Mar 2001
Pages: 6
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Language: English
Book Section
A Study on the Effect of Montessori Education on Self-Regulation Skills in Preschoolers
Available from: Taylor and Francis Online
Book Title: The Influence of Theorists and Pioneers on Early Childhood Education
Pages: 234-244
Asia, Executive function, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion. Originally published in: Early Child Development and Care, volume 191, issue 7–8 (2021), pp. 1219–1229.
Language: English
Published: New York, New York: Routledge, 2022
ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6
Article
Die Montessori-Schulklasse Beweist Sich [The Montessori School Slass Proves Itself]
Available from: Europeana Newspaper Archive
Publication: Berliner Tageblatt (Berlin, Germany)
Date: Sep 4, 1926
Pages: 5
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Language: German
ISSN: 0340-1634
Video Recording
Starting from Year Zero: The Path to Self Construction
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Abstract/Notes: Depicts the use of the Montessori method of education with children from infant to 6 years of age at 2 schools in Japan.
Language: English
Published: Cleveland, Ohio, n.d.
Doctoral Dissertation (Ph.D.)
Examining Elementary Students’ Development of Intercultural Competence through Self-Regulatory Prompts
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of the present quasi-experimental mixed-methods study was to examine the effects of an Intercultural Competence Intervention with Self-Regulatory Prompts (ICI-SRP) on elementary students’ development of intercultural knowledge, skills, and attitudes, and their self-efficacy beliefs in self-regulating their intercultural learning, and to investigate the ways in which self-regulatory prompts (SRP) influence elementary students’ activation of self-regulatory strategies in intercultural learning. Twenty (N=20) Montessori elementary students from two Montessori schools participated in four sessions of an intercultural exercise, in which only the experimental group were given SRP. It was hypothesized that the experimental group’s use of SRP would further enhance the participants’ development of intercultural knowledge, skills, and attitudes and their self-efficacy beliefs in self-regulating their intercultural learning. Quantitative data collected from the ICI-SRP survey was analyzed by conducting a univariate analysis of covariance (ANCOVA) for each of its four subscales and was used to examine the effects of SRP on the students’ development of intercultural competence (IC) and self-efficacy beliefs in self-regulating intercultural learning. Qualitative data collected from focus groups was analyzed using the constant comparative method to shed light on the ways in which SRP influence the students’ activation of self-regulatory strategies in intercultural learning. Results from the ANCOVA did not support the hypothesis, as they showed non-statistically significant differences between the development of intercultural knowledge, skills, and attitudes, and the self-efficacy beliefs in self-regulating intercultural learning in both groups. Results from the ANCOVA showed numerical increases in intercultural knowledge, skills, and attitudes in both groups, and numerical decreases in the self-efficacy beliefs in self-regulating intercultural learning in both groups. Findings from the analysis of the focus group data were mostly aligned with the data from the ANCOVA. Data from the focus groups shed light on different types of IC knowledge, skills, and attitudes, and different types of planning and monitoring applied by participants of both groups. The overall findings of the present study suggest that it is likely for elementary aged students to develop IC through intercultural exercises, and that SRP may support that development under certain conditions. The findings of the study may contribute to the development of elementary students’ intercultural learning methods and tools.
Language: English
Published: Fairfax, Virginia, 2022
Article
Educational Theories: II. Self-Education
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Jul 24, 1919
Pages: 10
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Language: English
Article
Happiest School in Town: Tuition in Self-Help and Patience
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Jul 4, 1913
Pages: 11 (Engineering Machinery and Hardware Trades Supplement)
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Abstract/Notes: The "shining morning faces" of this children who attend the Montessori school in an old grey building in a leafy by-way of Westminster are a revelation of what the faces of school children should he, They are alight with .expectancy. it is manifest that the little ones expest anything but a dreary and monotonous morning as they conic into their classroom. Each child scents to... Engineering Machinery and Hardware Trades Supplement
Language: English
Master's Thesis
Do Goal Setting and Student-Directed Learning Lead to Gains in Self-Motiviation and Academic Performance?
Available from: MINDS@UW River Falls
Academic achievement, Autonomy in children, Goal (Psychology), Goal setting, Montessori method of education
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Abstract/Notes: Self-directed learning (SDL) has been gaining popularity in recent years, particularly with adult learners. However, research has indicated that it can be an effective means to educate younger students within a variety of disciplines. The purpose of this study is to identify the impact of student-directed learning through goal setting on academic performance and self-determination in lower elementary students. The researcher hypothesized that allowing students to self-direct their learning through goal setting would result in higher self-determination and improved academic performance. Researchers measured the progress of 15 students towards self-selected goals and compared their results to self-determination scores before and after the intervention. 77% of participants showed quantitatively measurable improvement of academic performance in their selected goal. 100% of participants showed qualitatively measurable improvements of academic performance in their selected goal. There was no evidence found to support that self-directed learning leads to higher self-determination, nor was their evidence found to support that self-determination leads to improved academic performance. This study provides evidence that student-directed learning implemented with student-selected goals in multiple academic areas leads to higher academic performance related to self-selected goals.
Language: English
Published: River Falls, Wisconsin, 2021