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Article
A Creative Learning Environment for Normal and Handicapped Pupils
Publication: American Montessori Society Bulletin, vol. 3, no. 2
Date: 1965
Pages: 1-5
Children with disabilities, Inclusive education, People with disabilities
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Language: English
ISSN: 0277-9064
Article
Learning to Read by the Montessori Method [Part 1]
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 1, no. 4
Date: Sep 1947
Pages: 44-48
Anna Maria Maccheroni - Writings, Asia, India, South Asia
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Language: English
Article
Learning Liberation
Available from: Independent Voices on JSTOR
Publication: Berkeley Tribe (Berkeley, California)
Date: Aug 14, 1970
Pages: 16
Americas, North America, United States of America
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Language: English
ISSN: 0005-9188, 2381-2397
Article
Evaluasi Pembelajaran pada Sekolah Montessori Menggunakan Model Stake Countenance [Evaluation of Learning in Montessori Schools Using the Stake Countenance Model]
Available from: PPJPAUD Indonesia
Publication: Murhum: Jurnal Pendidikan Anak Usia Dini, vol. 4, no. 1
Date: Jul 2023
Pages: 112-124
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Montessori schools, Southeast Asia
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Abstract/Notes: This article aims to describe and analyze the implementation of learning for Montessori schools in Bogor City. The information gathered from teachers, principals, and parents. In this evaluation study, the authors used an evaluation model developed by Stake, consists of 3 evaluation stages: 1) antecedents, 2) transactions, and 3) outcomes. The results of the research on the antecedent’s component that consists of seven aspects of assessments shows that one aspect which is Human Resources aspect is in the sufficient value category. From the five aspects of transactions component, monitoring and evaluation aspect is in the sufficient value category. Meanwhile, the outcomes component, consists of one aspect, the result of learning implementation shows it is in a good value category. Based on the thirteen aspects of evaluation in the antecedents, transactions and outcomes components, it can be concluded that learning in Montessori schools has been running well and proceed with improvements in two aspects, Human Resources aspect and monitoring and evaluation aspect. / Artikel ini bertujuan untuk mendeskripsikan dan menganalisis pelaksanaan pembelajaran secara keseluruhan terhadap sekolah Montessori di Kota Bogor. Informan yang menjadi narasumber terdiri dari guru, kepala sekolah serta orang tua siswa. Dalam studi evaluasi ini, penulis menggunakan model evaluasi yang dikembangkan oleh Stake, yaitu model Stake Countenance yang terdiri dari 3 tahap evaluasi: 1) antecedents, 2) transactions, dan 3) outcomes. Hasil penelitian pada komponen antecedents dari tujuh aspek penilaian, terdapat satu aspek dalam kategori nilai cukup, yaitu aspek Sumber Daya Manusia. Dari komponen transactions, yang terdiri atas lima aspek, terdapat satu aspek dalam kategori cukup yaitu aspek monitoring dan evaluasi. Sedangkan dari komponen outcomes terdiri dari satu aspek yaitu hasil pelaksanaan pembelajaran dan berada dalam kategori baik. Berdasarkan ketiga belas aspek evaluasi pada komponen antecedents, transactions dan outcomes dapat disimpulkan bahwa pembelajaran pada sekolah Montessori telah berjalan dengan baik dan dapat dilanjutkan dengan perbaikan pada dua aspek, yaitu komponen antecedents pada aspek Sumber Daya Manusia dan komponen transactions pada aspek monitoring dan evaluasi.
Language: Indonesian
ISSN: 2723-6390
Article
Learning to Write by the Montessori Method
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 4
Date: 1986
Pages: 7-16
Montessori materials, Montessori method of education, Moveable alphabet, Writing - Instruction and study
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Language: English
ISSN: 0519-0959
Conference Paper
Montessori-based Design of Long-term Child-Robot Interaction for Alphabet Learning
Available from: ACM Digital Library
Asia, Central Asia, Human-computer interaction, Information and communications technology (ICT), Kazakhstan, Language acquisition, Language education, Montessori method of education, Moveable alphabet, Reading, Robotics in education, Technology and children
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Abstract/Notes: The transition of the Kazakh alphabet from Cyrillic to Latin, set to be fully implemented by 2031, poses unwanted challenges to early and continuous literacy development and acquisition of the new script. This creates a need to design innovative learning solutions to boost children's motivation in acquiring the new Kazakh Latin alphabet. The Montessori method has proven itself effective for young children to engage in self-directed and developmentally appropriate literacy acquisition. These core ideas have been carefully adopted to establish design principles for the robotic system that is adhering to the principles of the Montessori pedagogy. This paper proposes a robotic system named Moveable -l-pbi and details its interaction design life cycle from understanding users and establishing requirements to designing, and implementing robot behaviours and validating them with the Montessori practitioner. This process was iterative that involved several cycles of piloting the system with children of targeted age groups and redesigning the learning activities. With the aim to evaluate the proposed system and to find the most cognitively rewarding way of learning the alphabet, we conducted a mixed-subject design experiment with 60 Kazakh children aged 8-10 years old from a local public school where we compare the proposed Moveable -l-pbi robotic system with a baseline Montessori human teacher. The results demonstrate the potential of the robot as a Montessori teacher in providing foundational letter acquisition over multiple sessions. Implications for improving the interaction design and activities are discussed based on the findings.
Language: English
Published: New York, New York: Association for Computing Machinery, Mar 2023
Pages: 691–695
ISBN: 978-1-4503-9970-8
Article
Hands on Learning
Publication: Montessori Voices [Montessori Aotearoa New Zealand], vol. 49
Date: Apr 2008
Pages: 6
Montessori materials, Montessori method of education
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Abstract/Notes: moveable alphabet, pink tower, golden beads, world puzzle map
Language: English
ISSN: 1178-6213, 2744-662X
Master's Thesis (Action Research Report)
Relevant Professional Development: Reflective of Adult Learning Styles
Available from: St. Catherine University
Action research, Montessori materials, Montessori method of education
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Abstract/Notes: This action research project was instigated to determine the effects of professional development (PD) for practicing Montessori teachers using the Montessori Language materials. The specific targeted materials included: vocabulary cards, sound analysis, sandpaper letters, moveable alphabet, pencil use, and reading. The research took place during a four week period in a large west coast Montessori school that serves children between 18 months and 12 years old. The teachers who participated in the study all worked with children between the ages of 3 – 6 years old. The data was collected using a provider journal (notes taken by the researcher during the PD sessions), questionnaires and weekly teacher logs. The researcher used available PD literature to plan and execute the study, which highlighted the importance of teachers participating in PD that was designed around participant identified content. The literature also provided guidance as to the content methods to incorporate into the PD sessions. At the conclusion of the study, findings revealed that the teachers benefited from support in all the language categories listed. They also became aware of the content delivery methods that best met their individual needs. Future research is needed to determine the content and delivery needs of teachers in different stages of their careers.
Language: English
Published: St. Paul, Minnesota, 2016
Doctoral Dissertation (Ed.D.)
Project-Based and Student-Centered Learning in Teaching the Montessori Social Development Curriculum
Available from: ProQuest - Dissertations and Theses
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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
Doctoral Dissertation (Ph.D.)
Architecture and Students' Physical Activity in Learning Environments
Available from: University of Notre Dame Australia
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Language: English
Published: Fremantle, Western Australia, Australia, 2022