Abstract/Notes: The purpose of the study was to evaluate the reorganization of Northboro Elementary School from the academic years of 1991–1992 through 2000–2001. The study was designed to determine the effectiveness of achieving five objectives established for the reorganization in two-year increments of implementation from the perspectives of the administrative staff, teachers, paraprofessionals, and parents. The reorganization objectives were (1) to develop a physically and psychologically safe environment for all students; (2) to implement a public magnet program to racially balance the population with non-Black students; (3) to increase student achievement scores on the state assessment test in the areas of reading, writing, and mathematics; (4) to increase parent involvement at the school; and (5) to improve the quality and increase the amount of staff development. Utilizing the focus group method, the 35 participants represented, 4 administrative staff, 9 paraprofessionals, 4 reading teachers, 3 regular and 6 Montessori teachers, and 9 parents. The Levels of Use of the Innovation (LoU) (Hall, Loucks, Rutherford, & Newlove, 1975) was used for the assessment of all aspects of the reorganization. As a result of the evaluation, it was determined that all the objectives were met in accordance with the LoU model. The major findings were: (1) Using an effective reorganization tool, such as the Levels of Use, gave the leader clear direction for reorganization, from orienting, to managing, and finally to integrating the use of the innovation. (2) Parent participation in the reorganization process was essential for effective teaching and learning. Parent involvement was critical in promoting a sound physically and psychologically safe environment. (3) Implementing an innovative Montessori Magnet program reduced the racial balance, and drew racially, economically, and educationally diverse students. Based on the findings, it is recommended that additional evaluations be conducted to include: (1) Examining the extent race or age had on the overall success of the reorganization. (2) Determining if the Montessori, Reading Recovery, and Levels of Use strategies are only effective at the elementary level. (3) Assessing the academic achievement of eighth- and tenth-grade students who participated in the Reading Recovery Program.

Language: English

Published: Cincinnati, Ohio, 2004

Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Language: English

ISSN: 0010-700X

Abstract/Notes: Raising children in the intended way and bringing them up as individuals that beneit society is possible with a gradual education from pre-school to higher education. The irst and most important step of this gradual education is the preschool education. The main function of the pre-school education is laying the foundation required to provide the individuals with a basic knowledge, skills and values that are necessary in social life (Aslan, 2007). According to Ryna, schools and classes are societies that form the good or bad atmospheres. The key person to this society is the teacher (Yazıcı, 2007; Cited in; Baydar, 2009, p. 489). The concept of value is a sociological one and the values are the rules that form the basis of the value judgments (Halstead, 1996). Values are not universal but they relect the relations between the contrasts such as beautiful and ugly; good and bad (Meaney, 1979). In the life of a society, everything is perceived according to values and its comparison with others. Individuals generally adopt the values of the group, society and culture they live in and use these as a measure in their judgments and choices. Therefore, they gain the opportunity to reach general judgments such as righteous, more appropriate, more beautiful, more important and more just. In the basis of being deprived of values is the absence of a human value system that we can believe in because it is true that we can dedicate ourselves to and that can be validated and implemented (Dilmaç, 2007; Can, 2008; Bahçe, 2010). Montessori Method is one of the alternative programs that can be effective in the teaching and acquiring values. Montessori Method that adopts a modern education approach; provides children with the opportunities to research, try, make mistakes and correct their mistakes on their own (Vilscek, 1966). According to Montessori, understanding the laws of nature is the basis of science. Children should understand the order, harmony and beauty of nature and feel happy about it. The individuality of children is in the foreground in Montessori Method. Each child is an individual that has a unique development. According to Montessori, children need liberty to reach their full physical, intellectual and emotional potential. However, this one is a liberty that can be reached through order and self-discipline. The purpose of Montessori Method is helping the children to reach their highest level of potential without slogging (Oktay, 1987, p. 62–69; Korkmaz, 2006; Vuslat & Akyol, 2006, p. 243–256). Researchers emphasize that, Montessori Method makes positive contributions to children’s life-long learning, liberty, endurance, calmness, speaking with thinking, selfconidence, understanding, making eficient decisions, tolerance, open-mindedness and social cooperation (Gleen, 2003; Faryadi, 2007). Montessori Method enables children to ind the best and easiest way to learn on their own by applying themselves. / Bu çalışmada Montessori eğitiminin çocuklarda sorumluluk alma, sırasını bekleme, başladığı işi bitirme, becerisine etkisinin değerlendirilmesi amaçlanmıştır. Çalışmanın örneklemini Konya Selçuk Üniversitesi, Mesleki Eğitim Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden 4-6 yaş aralığındaki 30 deney 30 kontrol grubu olmak üzere 60 çocuk oluşturmaktadır. Çalışmada sorumluluk alma, sırasını bekleme ve başladığı işi bitirme olmak üzere üç beceri ile ilgili "Sırasını Bekleme, Sorumluluk Alma ve Başladığı İşi Bitirme Değerlendirme Formu" kullanılmıştır. Araştırma verileri gözlem ve görüşme tekniği ile toplanmıştır. Araştırma sonucunda Montessori grubu ile kontrol grubu arasında anlamlı düzeyde fark bulunmuştur. Sonuç olarak Montessori eğitimi alan çocukların geleneksel eğitim alan çocuklara göre "sırasını bekleme, sorumluluk alma ve başladığı işi bitirme" davranışlarını daha sık sergiledikleri görülmüştür. Bu doğrultuda farklı eğitim yaklaşımlarının okul öncesi çocukların eğitimine yeni bir bakış oluşturabileceği söylenebilir. Erken çocukluk eğitiminde davranış kazandırma açısından faklı yaklaşımlara yer verilebilir.

Language: Turkish

ISSN: 1303-880X

Language: English

ISSN: 1071-6246

Language: English

Published: Baltimore, Maryland: Johns Hopkins University Press, 1972

ISBN: 978-0-8018-1370-2 0-8018-1370-0

Abstract/Notes: Literature regarding Montessori-based activities with older adults with dementia is fairly common with early stages of dementia. Conversely, research on said activities with individuals experiencing late-stage dementia is limited because of logistical difficulties in sampling and data collection. Given the need to understand risks and benefits of treatments for individuals with late-stage dementia, specifically regarding their mental and behavioral health, this study sought to evaluate the effects of a Montessori-based activity program implemented in a long-term care facility. Utilizing an interrupted time series design, trained staff completed observation-based measures for 43 residents with late-stage dementia at three intervals over six months. Empirical measures assessed mental health (anxiety, psychological well-being, quality of life) and behavioral health (problem behaviors, social engagement, capacity for activities of daily living). Group differences were observed via repeated measures ANOVA and paired-samples t-tests. The aggregate, longitudinal results—from baseline to final data interval—for the psychological and behavioral health measures were as follows: problem behaviors diminished though not significantly; social engagement decreased significantly; capacities for activities of daily living decreased significantly; quality of life increased slightly but not significantly; anxiety decreased slightly but not significantly; and psychological well-being significantly decreased. Improvements observed for quality of life and problem behaviors may yield promise for Montessori-based activities and related health care practices. The rapid physiological and cognitive deterioration from late-stage dementia should be considered when interpreting these results.

Language: English

DOI: 10.1177/1471301217703242

ISSN: 1741-2684, 1471-3012

Abstract/Notes: In vorliegender Arbeit wird der Frage nachgegangen, ob "guter" (Mathematik-) Unterricht mit den Methoden Maria MONTESSORIs verwirklicht werden kann. Es wird untersucht, ob zwischen den Mathematikleistungen von RegelschülerInnen und MontessorischülerInnen vierter Klassen an Volksschulen Unterschiede bestehen. Zur Überprüfung der Hypothese "Es besteht kein Unterschied in den Mathematikleistungen von Schülerinnen und Schülern vierter Klassen in Montessorieinrichtungen und Regelvolksschulklassen" wurden an die 300 ProbandInnen aus Montessorieinrichtungen und Regelschulen mit dem "Mathematik-Schulleistungstest für SchülerInnen vierter Klassen der Grundschule" (HANISCH 2004) getestet. Die empirische Untersuchung und Auswertung der erhobenen Daten zeigt Unterschiede im Bereich der Mathematikleistungen, die zu Gunsten der MontessorischülerInnen ausfallen. Es wird jedoch darauf hingewiesen, dass die Stichprobe relativ klein war, da sich nur wenige Klassen zu einer Testung bereit erklärten. Auch die intellektuelle Ausgangslage der Kinder sowie der soziokulturelle Hintergrund der Getesteten konnten nicht berücksichtigt werden. Das vorliegende Resultat muss daher als "Zwischenergebnis" betrachtet werden. / This paper addresses the issue of whether "good" (mathematics) learning and teaching can be realised with the MONTESSORI method. The performance in mathematics of pupils attending standard, mainstream schools and those attending MONTESSORI schools is examined and compared. Both groups of subjects were in their fourth year of primary education. In order to corroborate the following hypothesis: "There is no difference in achievement between the two groups of pupils" about 300 pupils attending standard schools and those attending MONTESSORI schools were tested applying the "School achievement test in mathematics for pupils in their fourth year of primary education" (HANISCH 2004). The empirical examination and analysis of collected data shows differences in the performance of pupils in mathematics with favourable results for pupils working with the MONTESSORI method. However, it must be pointed out that the sample was relatively small as only few classes were willing to be tested. In addition to this, neither the intellectual abilities of the children nor their socio-cultural background were taken into consideration. Therefore the present result must be seen as provisional.

Language: German

Published: Wien, Austria, 2007

Abstract/Notes: Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S.

Language: English

Published: Providence, Rhode Island, Feb 2023

Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6