Abstract/Notes: In this study, based on the theory of multiple intelligences in early childhood education teaching and learning strategies in the process of being made, and portfolio assessment to be introduced for the purpose of real-placed. To this end, pre-schoolers in Nuri class at Sarang Day Care Center were chosen for applying multiple intelligences theory to the project approach, were studied in a qualitative single case study. The research data was collected by analyzing the project-based education curriculum of Nuri class and interpreting the implementation of an early childhood program that applies multiple intelligences theory. The Nuri class program focused on practical knowledge emphasized in multiple intelligences theory on productive themes: Beans, Experience What it's like to be a Designer, Money, Save the Earth and Occupations. The preschoolers engaged in meaningful learning and creative experiences. Through a project that adopted a strategy based on multiple intelligences theory, they were able to develop multiple intelligences while having their differences and distinctions recognized. More than anything, the portfolio assessment process from a multi-dimensional perspective, which incorporates the children and parents, helped to build multiple intelligences to expand the children's reasoning and learning. / 본 연구는 다중지능이론에 기초한 유아교육과정에서 이루어지고 있는 교수학습 전략과 포트폴리오 평가에 대한 실제를 소개하고자 하는데 목적을 두고 있다. 이를 위해 프로젝트 접근법에 다중지능이론을 적용하는 사랑어린이집을 선정하여 질적 단일 사례연구의 구조 하에서 체계적인자료 수집과 분석을 하였다. 이에 대한 결과는 누리반의 유아교육프로그램은 지능의 실제성을 두는 다중지능이론에서 강조되는 ‘실천적 지식’에 초점을 맞추어 일상생활에서 밀접하고 생산적인 ‘콩, 디자이너 되어보기, 돈, 지구를 살려라, 직업’ 주제를 선정하였고 유아들은 실생활에 적용되는 의미 있는 학습과 창의적 경험을 하였다. 다중지능이론에 기초한 도입전략을 활용한 프로젝트 활동으로 유아들은 다름과 차이를 인정받으면서 다중지능을 발달시켜 나갔다. 무엇보다도 유아, 부모를 포함하는 다차원적 관점에서의 과정폴리오 평가 과정을 통해 다중지능을 강화하여 유아의 사고와 학습의 확장을 살필 수 있었다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study was to develop the tool which evaluate the performance about the class life, sensorial ability, language, mathematics, social ability and art. Cronbach's α and reexamination number was used for credibility of the developed tool. Cranbach's α was over mean 0.90 and figures among the totol score. / 본 연구는 몬테소리 유아교육과정을 실시하는 기관에서 일상생활 연습, 감각, 언어, 수학, 사회, 과학, 미술의 7개 영역에 대한 유아의 수행능력을 구체적이고 객관적으로 평가할 수 있는 도구를 개발하고자 하는 목적으로 이루어졌다. 개발된 평가도구의 신뢰도를 알아보기 위하여 Cronbach's α과 재검사 계수를 산출하였다. Cronbach's α값은 평균 0.90이상으로 높은 문항내적 합치도를 보여주었다. 또한 본 연구자들이 개발한 수행평가의 7개 구인과 총점간 상관계수도 대체적으로 높게 나타났다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study develops a Montessori Performance Assessment Scale (MPAS), a scale for assessing the performance of 3-5 year old kindergarteners in Montessori programs. Subjects were 50 3-5 year old children attending a Montessori kindergarten in Seoul and 167 kindergarten teachers in Montessori programs in Seoul. Statistical methods employed were frequency, Cronbach's Alpha, test/re-test reliability, construct validity and concurrent validity. Results of this study are: 1) There are few reliable scales to assess the performance of the educational objectives of Montessori programs: 2) Cronbach's Alpha of the MPAS's of 8 areas (practical life, sense, language, mathematics, social studies, science, music and art education) ranged from .90 to .92. The correlation of the test/re-test was .92. The correlation among the MPAS's 8 areas and between the 8 areas and the total scores of the areas ranged from .67 to .89. It was also shown that MPAS highly correlated with the Standardized Korean Creativity Traits Checklist (K-CTC) (r=.51) and the Korean Child Social Maturity Scales (r=.60). These results indicate that MPAS developed by the authors is a valid scale with high reliability. / 본 연구는 몬테소리 유아교육과정을 실시하는 기관에서 일상생활 연습, 감각, 언어, 수학, 사회, 과학, 음악, 미술교육의 8개 영역에 대한 유아의 수행능력을 구체적이고 객관적으로 평가할 수 있는 도구를 개발하고자 하는 목적으로 이루어졌다. 167명의 몬테소리 유아교육기관 교사를 대상으로 평가방법에 대한 현황을 파악하고 3차례에 걸쳐 만 3～5세 남녀 유아에게 검사를 실시한 후 전문가 협의를 거쳐 몬테소리 수행평가 도구의 항목과 점수체계를 구성하였다. 몬테소리 수행평가 도구 개발 과정에서는 서울지역에 있는 대학 부속유치원에 다니는 유아 50명을 대상으로 적용하여 그 가능성을 검증하였다. 개발된 평가도구의 신뢰도를 알아보기 위해서는 Cronbach’s α값과 재검사 계수(test/re-test correlation)를 산출하였다. Cronbach’s α값은 .90에서 .92의 범위로 매우 높은 문항내적 합치도를 보여주었으며 재검사 계수 또한 .92로 높은 신뢰도를 보여주었다. 본 연구자들이 개발한 수행평가의 8개 구인과 총점간 상관계수는 .67～.89로 나타났다. 개발된 몬테소리 수행평가 도구는 유아용 창의적 특성 검사(r＝.51) 및 사회성숙도 검사(r＝.60)와도 높은 상관이 있는 것으로 나타났다.

Language: Korean

ISSN: 1226-9565, 2733-9637

Abstract/Notes: The purpose of this study was to test the reliability and validity of the Infant Montessori Performance Assessment Scales developed by the authors. Subjects of the study consisted of 132 Montessori teachers and 50 infants who were attending Montessori home school throughout the whole country, using census method. Infant's age ranged from 6 to 24 months. Data were analysed by using SAS 8.2 PC program. Statistical methods employed were frequency, Cronbach's alpha, Kappa coefficient, test-retest correlation, construct validity, and concurrent validity. The Cronbach's alpha of 6 sub-scales included physical, creativity, practical life, sense, language, and cognitive education, which ranged from .70 to .86. And the! correlation of the test/re-test was .72. The correlation between the 6 sub-scales of Infant-Montessori Performance Assessment Scales and the total scores of 6 items ranged from .06 to .84. Therefore, the construct validity of Infant Montessori Performance Assessment Scales was verified. The Kappa coefficient of inter-rater reliability was .76. The correlation between the Infant Montessori Performance Assessment Scales and the Standardized Korean Creativity Traits Checklist(K-CTC) and the Korean Child Social Maturity Scales showed non-significant levels of .16 and .12 respectively. Conclusively, Infant Montessori Performance Assessment Scales developed by the authors were verified through the above reliability and validity tests. Specifically the Infant Montessori Performance Assessment Scales showed the relationship of the convergent and divergent validity with the Korean Child Social Maturity Scales and the Standardized Korean Creativity Traits Checklist, respectively.

Language: Korean

ISSN: 1226-1688, 2234-408X

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

Abstract/Notes: Introduction: Childhood is a time of critical growth in which proper nutrition is necessary. Children afflicted by sustained poor nutrition are at greater risk for obesity, mental and emotional health problems and a failure to thrive academically. The objective of this study was to assess the food intake of children attending the Montessori school. Methods: A cross sectional study was carried out among 235 children of 3-5 years from twenty Montessori schools. Data were collected using simple random sampling. A weighed food was recorded from the consumption of children during a day of their stay in the Montessori school along with the observation of food consumption. Results:  More than every nine out of ten children (92.8%) didn’t meet calorie requirement. The mean food intake during their stay in Montessori was 368.81±111.89 grams. Mean calorie, fat, protein, retinol and beta carotene intake were 540±150.5 Kcal, 10.04±5.6 grams, 13.25±5.49 grams, 49.76±32.6 grams, 135.75±274.67 grams respectively. Dietary fat (OR=3.7, 95% CI; 1.8, 7.5) and protein consumption (OR=2.2, 95% CI; 1.1, 4.4) were significantly associated with overweight status of children. Conclusion: The amount of nutritive foods should be increased so that the children meet adequate amount of nutrient required for the proper growth and development of their body. Since the association between dietary fat and protein intake with overweight condition was observed the excess use of fat providing foods should be limited and protein rich foods should be provided as per the Recommended Dietary Allowance (RDA) of Montessori children. Keywords: Food intake, nutritional status, children, Nepal

Language: English

ISSN: 2676-1327

Abstract/Notes: The No Child Left Behind Act of 2001 mandated that states implement standards and test-based accountability systems. In theory, local educators are free to select the means for teaching the standards so long as students achieve a predetermined proficiency level on the exams. What is unclear, however, is how this theory plays out in schools committed to educational approaches that are seemingly incompatible with state-determined standards and testing. This dissertation examines how such schools strategically respond to the opposing demands of their program design and these government mandates. This qualitative study focuses on five schools affiliated with the Big Picture Learning (BPL) network. BPL offers an example of an educational program whose emphasis on individualized interest-driven learning and authentic real-world assessment is not easily aligned with standards-driven content and tests. This study considers empirical research on school-level response to externally imposed accountability mandates (Carnoy, Elmore & Siskin, 2003). In addition, it draws on sociology's organization-environment relations literature including institutional isomorphism (DiMaggio & Powell, 1983), agency (DiMaggio, 1988; Oliver, 1991) and the theoretical models of bridging, buffering and decoupling (Scott & Davis, 2007) to create a conceptual framework of how these BPL schools negotiate competing expectations. Findings show that these schools filter state demands for accountability through the lenses of both individual teachers and Big Picture design. While taking action both to meet the demands and protect the core program, schools internalize the value of a standards-based curriculum and increase internal accountability to incorporate content-standards while simultaneously rejecting the validity of testing and gaming the system. Currently, failure to meet state mandates comes with such severe consequences that these schools may be forced to choose between radically morphing to survive or maintaining integrity and possibly closing. However, if the regulatory climate becomes less standardized and more qualitative, these schools could be forerunners in meeting revised mandates. The study suggests policy implications surrounding the intersection of belief systems, consequences and strategic responses. It offers a cautionary tale about the power of the state, the precarious nature of falling outside state norms and what prioritizing bureaucratic efficiency may mean for innovation in education.

Language: English

Published: Cambridge, Massachusetts, 2012

Abstract/Notes: Tato diplomová práce se zabývá školním hodnocením. Práce je rozdělena na dvě části, a to teoretickou a praktickou. V teoretické části dochází nejprve k vysvětlení Montessori pedagogiky a jejich principů jako jsou svoboda dětí, předem připravené prostředí či principy věkové heterogenity. Dále se zde pojednává o didaktickém materiálu, které tyto typy škol využívají. Poslední částí této kapitoly je postavení učitelů a dospělých ve škole. Poté následuje kapitola o hodnocení. Dochází zde k vymezení jeho definice, jaké funkce hodnocení existují a také typy, které jsou ve školách využívány. V neposlední řadě pak formy hodnocení, tedy klasifikace pomocí známek a slovní hodnocení. Druhou částí této práce je praktická část. Cílem praktické části je najít odlišnosti ve způsobu hodnocení ve dvou typech základních škol, tedy v Montessori základní škole a běžné základní škole a také zjistit, které typy hodnocení, o kterých pojednává teoretická část, jsou v hodinách nejvíce využívány. Pro výzkum byla použita metodu pozorování a hloubkové rozhovory s vyučujícími, u kterých probíhal náslech. Výsledky praktické části ukázaly, že oba typy základních škol využívají jiné formy hodnocení. V běžné základní škole se jedná nejvíce o známky, které jsou i na vysvědčení. V Montessori základní škole se využívá slovní hodnocení a zpětná vazba žákova výkonu. Na konci roku pak žáci dostávají tzv. dopisy, které shrnují jejich výsledky na uplynutý rok. / This diploma thesis deals with a school assessment. It is divided into two parts, the theoretical and the practical one. In the theoretical part, first of all, the Montessori pedagogy and its principles like a freedom of children, beforehand prepaired surroundings or principals of the age heterogeneity are clarified. Further on the didactical material, used in those types of schools, is discussed. The last part of this chapter deals with the position of teachers and adults at school. Next there is a chapter about the assessment. It circumscribes the definition, functions and types of the assessment used in schools. Last, but not least, the forms of the assessment, which means classification by marking or a word evaluation. The second part is the practical one. It is aimed at finding the difference between the way of assessment in two types of primary schools, which means the Montessori primary school and an ordinary primary school and also at finding out, which types of assessment, concerned by the theoretical part, are used the most during lessons. For the research the method of observation and in-depth conversations with the teachers, at whose lessons the sitting in on a classes took place, were used. The outcome of this work was that both types of primary schools use different types of assessment. At the ordinary school it is mostly about the grades, which also occur at the school report. At the Montessori school, the verbal assessment and a feedback to student’s performance is used; at the end of the year the students receive the so called letters, which summarize their results from the last year.

Language: Czech

Published: Prague, Czechia, 2017

Abstract/Notes: Montessori Development Partnerships to devise plan.

Language: English

Language: English