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

DOI: 10.37985/murhum.v4i1.166

ISSN: 2723-6390

Abstract/Notes: This research explores principles from the Montessori method to inspire a guiding framework that can be employed to enhance the delivery of adult upskilling and re-skilling initiatives. Humanity is witnessing a technological revolution and recovering from the ongoing global pandemic that began in 2020. The effects of COVID-19 extended far beyond physical health, impacting labour market conditions and exacerbating stresses on labour shortages and labour skill gaps. This means that workforce innovation will be critical for economic recovery. Workforce innovation and development involves testing, sharing, and implementing new approaches to employment and training initiatives. More than 100 years ago, amidst the rapid social and economic change that was taking place across Europe, Maria Montessori envisioned a new kind of education that could play a part in a broad social innovation program. She opened the first Casa dei Bambini (Children’s House), aiming for the recovery of an entire community in San Lorenzo, Rome. At the time, San Lorenzo was known as the “shame of Italy”; with the introduction of the Montessori method, it soon became a beacon of hope for the community and the world. The Montessori Method was built on six primary principles: observation; freedom with limits; respect; hands-on learning; independence; and a prepared environment that is designed for children to choose freely from several developmentally appropriate activities. For Montessori, education (which she conceived of as active learning experience in the form of work) was integral to the growth of the child and the formation of a new world. This core philosophy is not restricted to children, however; Montessori’s core principles have been explored in adult learning; as part of designing and delivering healthcare programs for older adults around the world; and in language and social programs for adults at risk of social isolation in Europe. This major research project will focus on exploring how the core principles of the Montessori Method can be applied to support future-ready adult learning to inspire workforce innovation and development in Canada. With a goal of supporting upskilling and re-skilling design innovation, and of prioritizing skills-training and development offerings for groups who face the greatest number of barriers (including racialized women and skilled recent immigrant talent), this study uses a heuristic inquiry approach to explore the question of how employment and skills training programs might learn from, and leverage the core principles of, the Montessori method to respond to and meet the skills gaps and labour shortages in Canada. Through a literature review and Causal Layered Analysis (CLA), this research project offers a Montessori-inspired, principle-focused guide to supporting future-ready adult learning environments.

Language: English

Published: Ontario, Canada, 2023

Language: English

Published: Tübingen, Germany: Narr Francke Attempto, 2023

Edition: 1st ed.

ISBN: 978-3-8233-8460-1 3-8233-8460-0

Series: AAA - Arbeiten aus Anglistik und Amerikanistik

Abstract/Notes: Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.

Language: English

DOI: 10.22492/ije.9.2.08

ISSN: 2187-0594

Language: English

Abstract/Notes: This study describes learning strategies and the stages of their implementation in Islamic Montessori schools during the pandemic. Conditions during the pandemic require teachers to be adept at using IT to innovate in their learning. This research was a case study. Subjects are teachers whose taught used the Montessori approach for at least 2 years. Data were collected using interviews, documentation, and observation. The data was analyzed using the Spradley technique. Triangulation techniques and thick descriptions are used for the validity of the data. The main findings from Montessori learning at Budi Mulia Dua Islamic schools during the pandemic were carried out using three strategies, namely, Save Distancing Private Class (SDPC), Online Class (OC), and delivery of lesson kits. The use of the results of this research is especially for teachers in Montessori to be able to conduct activities during a pandemic using the original Montessori learning stages through the three strategies. SDPC is most likely to apply the complete Montessori learning stages from greeting to closing. Modification of the Montessori stages was carried out when the OC strategy was implemented. Meanwhile, the Montessori stages cannot be applied to the lesson kit delivery strategy because children study at home under parental guidance. The novelty in this research is that the COVID-19 pandemic has made the implementation of learning require various innovations so that it can be carried out in a quality manner and still pay attention to the needs of children. The strategy is adjusted to government policies that follow developments in cases that occur in the country in general. This variation in strategy also determines the continuity of education services in schools, including this Budi Mulia Dua (BMD). Keywords: learning strategies, Montessori, pandemic. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.70

Language: English

DOI: 10.55463/hkjss.issn.1021-3619.60.70

ISSN: 1021-3619

Abstract/Notes: This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.

Language: English

DOI: 10.1016/j.cedpsych.2023.102182

ISSN: 0361-476X

Language: English

ISSN: 1522-9734

Abstract/Notes: Analyzes public school bureaucracy and ways to reform institutions into learning communities that value shared knowledge and learning experiences. Describes how a bureaucratic organizational structure impairs learning. Proposes the "learning organization" in which adults learn alongside students, planning is decentralized, families are part of the educational experience, multiple perspectives are valued, and learning occurs all the time. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Includes lesson plans for 3-6 and 6-9

Language: English

ISSN: 1522-9734