Abstract/Notes: The goal of this research was to explore teachers' and university students' perceptions of material, cognitive and affective-motivational characteristics as well as the acceptance of didactic materials used in Montessori schools. It has been found that both teachers and university students are not familiar enough with alternative pedagogical concepts and believe there's an insufficient number of them in Croatia. While teachers prefer Cosmic Education and Mathematics materials, university students like Language Education materials more, although teachers show more willingness to use Language Education materials in teaching whereas university students use Cosmic Education materials more readily. Both university students and teachers find it most demanding to make Cosmic Education materials, but they also believe such materials to be most concrete. The results have shown that both university students and teachers are more willing to use in teaching such positively evaluated examples of Montessori didactic materials, which have been explored in this research, when they believe them to be valuable, desirable, necessary and useful.

Language: Croatian, English

DOI: 10.15516/cje.v17i3.1054

ISSN: 1848-5189, 1848-5197

Language: English

ISSN: 1071-6246

Abstract/Notes: Performance monitoring (PM) is central to learning and decision making. It allows individuals to swiftly detect deviations between actions and intentions, such as response errors, and adapt behavior accordingly. Previous research showed that in adult participants, error monitoring is associated with two distinct and robust behavioral effects. First, a systematic slowing down of reaction time speed is typically observed following error commission, which is known as post-error slowing (PES). Second, response errors have been reported to be automatically evaluated as negative events in adults. However, it remains unclear whether (1) children process response errors as adults do (PES), (2) they also evaluate them as negative events, and (3) their responses vary according to the pedagogy experienced. To address these questions, we adapted a simple decision-making task previously validated in adults to measure PES as well as the affective processing of response errors. We recruited 8- to 12-year-old children enrolled in traditional (N = 56) or Montessori (N = 45) schools, and compared them to adults (N = 46) on the exact same task. Results showed that children processed correct actions as positive events, and that adults processed errors as negative events. By contrast, PES was similarly observed in all groups. Moreover, the former effect was observed in traditional schoolchildren, but not in Montessori schoolchildren. These findings suggest that unlike PES, which likely reflects an age-invariant attention orienting toward response errors, their affective processing depends on both age and pedagogy.

Language: English

DOI: 10.1111/desc.13045

ISSN: 1467-7687

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

Abstract/Notes: Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in

Language: English

Published: Canberra, Australia, 1985

Abstract/Notes: This report, Vol. II of three interpretive manuscripts, presents Information For The Teacher, a review of literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. A skills checklist is provided and the educational television program, Sesame Street, is evaluated, since the effectiveness of this medium has been both praised and questioned. Reading readiness and motivation are discussed. The latter portion of this report offers three Appendices: Appendix A is a Guide to Materials for Prereading Instruction, Appendix B lists Publishers of Reading Materials, and Appendix C is a Reference List of Books for Preschool Children. (For related documents, see PS 005 928 and PS 005 930.) (Author/RG)

Language: English

Published: Bloomington, Indiana, Jun 1972

Abstract/Notes: This report answers questions that parents are likely to ask about preschool reading instruction. It discusses the origins, curriculum change, new concepts of intelligence and the various teaching methods such as Montessori and the British Infant School. Unlike previous generations, today's child is exposed to visual and auditory stimulation, and to forces converging simultaneously on the preschool curriculum. Events in technology, social and political changes, have exerted tremendous influence on revamping preschool educational programs. A checklist to determine whether or not the home provides for the development of early reading is offered, along with a Selected Book List for children of various ages. The need for emotional development and language skills is reviewed, good experiential backgrounds on which to base language, and an interest in reading. Although the learning of reading is highly individualized, it appears that preschool children can learn to read earlier. The parent is warned, however, that worry about a child's inability to learn to read may handicap a child, and in that case instruction is best left to the school. Trust, encouragement and interest are suggested. (For related documents, see PS 005 928 - 929.) (RG)

Language: English

Published: Bloomington, Indiana, Jun 1972

Abstract/Notes: This report presents three interpretive manuscripts on preschool reading instruction for three audiences: the school administrator, the school teacher, and the parent. "Preschool Reading Instruction: Information for the Administrator" discusses the origins of preschool reading instruction, reviews the research dealing with preschool reading instruction, and presents information necessary for installing a preschool reading program. Similarly, "Preschool Reading Instruction: Information for the Teacher" presents a review of the literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. "Preschool Reading Instruction: Information for the Parent" provides answers to questions parents ask about preschool reading instruction and suggests guidelines parents might follow in helping the preschool child before he learns to read. (Author)

Language: English

Published: Bloomington, Indiana, Jun 1972