Abstract/Notes: Montessori pedagogy is a pedagogical concept that was created by Maria Montessori, and is based on anthropology and scientific observation of the natural learning process of children. It is recognizable by its prepared environment with didactic shaped material that provide children an independent realization of knowledge. Although the concept was formed at the beginning of the 20th century, it is a pedagogical approach that still adequately responds to the developmental needs of children and overcome the disadvantages of the traditional educational system focused on the teacher. The aim of this study was to determine the opinions that students of teaching studies have on Montessori pedagogy considering their study. The study was conducted on an intentional sample of students from the Faculty of Philosophy in Split, the department of teacher education and the department of pedagogy. The results showed that students, dependent on their study, differ in knowledge about Montessori pedagogy and valuation of the desirability of the traditional education, while there is no difference in attitudes towards Montessori pedagogy and in valuation of the desirability of the education based on independence, play and the satisfaction of knowledge. Pedagogy students had several courses where they gained knowledge about Montessori pedagogy and had experience visiting Montessori institutions where they experienced the application of these pedagogical principles in practice, while students from the department of teacher education haven't had such experiences and they were less familiar with the Montessori pedagogy during their study. That reflected on some of their attitudes. The existing of a positive attitude towards Montessori pedagogy regardless of the level of knowledge about this conception leads to the conclusion that the connotations they have about the Montessori pedagoy are positive, which supports the hypothesis of a positive image of the concept not only among many experts, but also among lay people. / Montessori pedagogija je pedagoška koncepcija koju je osmislila Marija Montessori, a temelji se na antropologiji i znanstvenom promatranju prirodnog procesa učenja djece. Prepoznatljiva je po pripremljenoj okolini s didaktički oblikovanom materijalu koji djeci omogućuju samostalan dolazak do spoznaje. Iako je koncepcija ponuđena početkom 20. stoljeća i danas se smatra pedagoškim pristupom koji primjereno odgovara na razvojne potrebe djece te prevladava nedostatke tradicionalnog odgojno-obrazovnog sustava usmjerenog na učitelja. Cilj ovog istraživanja je utvrditi razlikuju li se studenti nastavničkih studija u stavovima o Montessori pedagogiji s obzirom na studij. Istraživanje je provedeno na namjernom uzorku studenata učiteljskog studija i studija pedagogije Filozofskog fakulteta u Splitu. Rezultati su pokazali da se studenti s obzirom na studij razlikuju u znanjima o Montessori pedagogiji te u procjeni poželjnosti tradicionalnog odgoja, dok se ne razlikuju u stavovima o Montessori pedagogiji i u procjeni poželjnosti odgoja utemeljenog na samostalnosti, igri i zadovoljstvu spoznajom. Studenti studija pedagogije u okviru više kolegija stjecali su znanja o Montessori pedagogiji te imali iskustva posjeta Montessori ustanovama u kojima su doživjeli primjenu tih pedagoških načela u praksi, dok studenti učiteljskog studija nisu imali takva iskustva te su o Montessori pedagogiji tijekom studija bili slabije upoznati što se odrazilo i na neke njihove stavove. Postojanje pozitivnog stava o Montessori pedagogiji neovisno o razini znanja o toj koncepciji upućuje na zaključak da su konotacije koje imaju vezano za Montessori pedagogiju pozitivne, što ide u prilog tezi o pozitivnoj slici o toj koncepciji ne samo među mnogim stručnjacima, nego i među laicima.

Language: Croatian

Published: Split, Croatia, 2016

Abstract/Notes: This study aims to create an interactive application of beginning counting with the Montessori method that appropriate to apply as a learning media in Kindergarten. And also to find out the appropriateness of interactive application. The research method used in this research is Research and Development (R&D) and using the ADDIE development model. The development model is divided into 5 stages : (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. In the development stage, the RAD (Rapid Application Development) method is used. The interview method, literature method, and instrument method are used in collecting data. Further, interactive application validated or assessed by media expert and material expert. The results showed that the interactive application of beginning counting with the Montessori method successfully created. The application divided into 3 parts : (1) Knowing numbers, (2) Sorting numbers, and (3) Counting with numbers. Based on the results of the validation of the interactive application, the percentage of interactive application appropriateness were obtained 96.6% by material expert, and 94.7% by media expert. This shows that the interactive application that has been developed can be used as learning resources or learning media of beginning counting.

Language: English

ISSN: 2549-0389

Abstract/Notes: The purpose of this qualitative descriptive study was to explore how Montessori middle school educators described the use of project-based and student-centered learning to teach social development to their adolescent female students in the southeast region of the United States. The theoretical framework providing a lens for this examination of project-based and student-centered learning and how teachers described how such learning exercised on their students’ social development was Vygotsky’s social learning and development theory. Two research questions were posed for this study. RQ1 asked: How do Montessori middle school educators describe the use of project-based learning to teach social development to their adolescent female students? RQ2 asked: How do Montessori middle school educators describe the use of student-centered learning to teach social development to their adolescent female students? The sample (N = 30) completed 30 questionnaires, 10 individual semi-structured interviews via Zoom, and a 3-member focus group via Zoom. The sampling strategy was purposeful sampling. All participants originated from the southeast region of the United States and represented one school. An open-ended questionnaire, semi-structured interviews, and a focus group were the sources of data. Thematic analysis with an inductive coding approach was performed to identify, analyze, and report patterns emerging from the data. Four key themes emerged: (a) promoting the construction of knowledge; (b) student voice and choice; (c) student ownership and agency; (d) construction of learning. The results highlighted the important role that Montessori middle school educators play when teaching adolescents girls.

Language: English

Published: Phoenix, Arizona, 2021

Language: English

Published: Fremantle, Western Australia, Australia, 2022

Abstract/Notes: This study examines the influence of Montessori-based literacy curriculum and instruction on student achievement in Grades 3, 4, 5, 6, and 7. I studied 71 matched pairs of urban charter school students (n=142) to determine if there was a statistically significant difference in reading achievement, as measured by the Maryland School Assessment (MSA), between students who were instructed by their teachers in Montessori literacy methods and curriculum and students from a nearby charter school who were instructed by their teachers using a basal reading method. T-tests were used to compare the mean scores of the combined grade levels from each cohort on the 2011-2012 Maryland School Assessment (Reading section). The results of this study suggest that there was no significant difference in reading achievement between the two groups of students. There is very limited empirical research available examining reading achievement in Montessori public charter schools. Further research is recommended with similar groups of students from public Montessori school settings, or in this same setting with a different comparison group or a different evaluation tool.

Language: English

Published: South Orange, New Jersey, 2013

Abstract/Notes: Relationships between academic achievement and type of curriculum delivery system, Montessori or traditional, in a diverse group of learners from a public school district were examined in this study. In a repeated measures, within subjects design, students from an elementary Montessori program were paired with agemates from a traditional group on the basis of similar Stanford Achievement Test Scores in reading or math during the baseline year. Two subsequent administrations of the Stanford were observed for each subject to elucidate possible differences which might emerge based on program affiliation over the three year duration of the study. Mathematics scores for both groups were not observed to be significantly different, although following the initial observation, the Montessori group continued to produce higher mean scores than did the traditional students. Marginal significance between the groups suggests that the data analysis should continue in an effort to elucidate a possible trend toward significance at the .05 level. Reading scores for the groups demonstrated marginally significant differences by one analytical method, and significant differences when analyzed with a second method. In the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group. Recommendations included tracking subsequent administrations of the Stanford Achievement Test for all pairs of subjects in order to evaluate emerging trends in both subject areas.

Language: English

Published: Miami, Florida, 1999

Language: English

Published: Kingston, Ontario, Canada, 2012

Abstract/Notes: Student behaviors were tallied in three similar Montessori early childhood classes while children practiced social, motor and academic skills with and without background music. Teacher impressions of work period productivity were tallied along with information from teacher notes and student self-assessments. Music came from Pandora stations such as “Relaxation Radio” or “Yoga Radio.” Music was selected for slow tempo (approximately 60 beats per minute or the rate of the adult heart) and relaxing instrumental quality, played at a soft volume and during times when students were not expected to pay attention to other auditory input such as stories, songs, lessons or announcements. Results showed that student smiles and productivity increased with background music, as did teacher and student assessments of productivity. Introducing appropriate background music can be a simple way to increase student focus. Further research will confirm if results are similar in classes of younger and older students and in traditional classrooms.

Language: English

Published: St. Paul, Minnesota, 2015

Language: English

Published: Moraga, California, 2014

Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.

Language: English

Published: Charlotte, North Carolina, 2016