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Article
The Dynamic Interactions Among Beliefs, Role Metaphors, and Teaching Practices: A Case Study of Teacher Change
Available from: Wiley Online Library
Publication: Science Education, vol. 75, no. 2
Date: Apr 1991
Pages: 185–199
Article
Interaction Between Educational Approach and Space: The Case of Montessori
Available from: Eurasia Journal of Mathematics, Science and Technology Education
Publication: Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 1
Date: 2017
Pages: 265-274
Architecture, Design, Learning environments
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Abstract/Notes: This study aims to emphasize that the realization of effective educational approaches depends on the design of spaces suitable for the determined philosophy, and to reveal the design decisions required by the Montessori educational approach. A three-step method was followed in the line of the aim of this study. The first step is to acquire theoretical knowledge about the Montessori educational approach. The second step is to perform a spatial analysis based on the obtained plan schedules and visual materials from the school samples that have adopted the Montessori educational approach and designed by the designers according to this approach and the final step is to bring design decisions to designers and educators in order to create educational environments for the Montessori educational approach, depending on the literature and school analysis. In the study, it is observed in Montessori educational approach that the relationship between interior and exterior spaces is very important, that the circulation spaces and classrooms are designed as flexible multipurpose spaces depending on the basic principles of freedom, socialization, and that child-scale design and natural light are extremely important for all of the areas in question. It is seen that the Montessori approach is influential on educational spaces and the presence of spaces embodying this approach has a correspondence in architecture. In this context, this study, which reveals the relationship between learning environments and learning efficiency, is considered to be a source of data for the schools to be designed in this direction.
Language: English
ISSN: 1305-8215, 1305-8223
Article
Model of Teacher–Student Interaction Based on Students’ Uniqueness in Elementary School (Benchmarking to Sto. Rosario Montessori School Philippine)
Available from: Rumah Jurnal - Institut Agama Islam Negeri Kudus
, Mohamad Agung Rokhimawan (Author)Publication: Elementary: Islamic Teacher Journal, vol. 10, no. 1
Date: Jan-Jun 2022
Pages: 1-22
Asia, Australasia, Elementary education, Elementary schools, Elementary schools, Montessori schools, Philippines, Southeast Asia, Teacher-student relationships
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Abstract/Notes: The uniqueness of learning in elementary school Sto. Rosario Montessori School Philippines Using the k-12 curriculum, by imitating the United States model, namely the Cooperative Learning model and the Communicative Learning approach. The purpose of this study is to design a teacher-student interaction model for basic education in Indonesia. This model is designed with the benchmarking Sto. Rosario Montessori School, Philippines. This research approach uses a qualitative approach. With the research method of level 1 R&D studies. Then qualitative data processing and data analysis were carried out. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. The result of this research is the design of the teacher-student interaction model for elementary school students which contains the philosophy, concepts, mechanisms and general guidelines for the application of the model. The model in this study uses cooperative learning and communicative learning. (1) The philosophy of the model “students are unique creatures”; (2) The concept of the model: cases, individual conditions of students and solving cases faced by students; (3) The model mechanism: (a) Mapping of students’ conditions; (b) Teacher training on leadership patterns; (c) The teacher classifies the students’ condition; (d) implementation of teaching and learning; (4) General instructions for implementing the designed model.
Language: English
ISSN: 2503-0256, 2355-0155
Article
Social Interaction in Nursery Schools
Available from: APA PsycNET
Publication: Developmental Psychology, vol. 9, no. 3
Date: 1973
Pages: 319-325
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Abstract/Notes: Compared the frequencies of peer and adult social interactions, the mean durations of social interactions, and the amounts of negative behaviors of 3-, 4-, and 5-yr-old children of both sexes (N = 131) in a Montessori nursery school, a university laboratory preschool, and a parent cooperative nursery school. The total amount of social interaction, the amount of peer interaction, and the duration of the average social interaction increased with age. The Montessori Ss differed from the Ss in the other 2 schools in amount of peer interaction and in duration of the average interaction in the same direction as older Ss differed from younger Ss. This finding suggests that teacher ratio and age distribution factors enhance the development of social interaction skills in Montessori nursery school children.
Language: English
DOI: 10.1037/h0034984
ISSN: 1939-0599, 0012-1649
Article
Assisting Toddlers and Caregivers During Conflict Resolutions: Interactions that Promote Socialisation
Available from: Taylor and Francis Online
Publication: Childhood Education, vol. 75, no. 1
Date: Oct 1998
Pages: 25-30
Article
Peer Social Skills in Toddlers: Competencies and Constraints Illustrated by Same-Age and Mixed-Age Interaction
Available from: JSTOR
Publication: Child Development, vol. 61, no. 3
Date: Jun 1990
Pages: 838-848
Article
Effects of Montessori Program According to Years of Mathematics: Focusing on the Effects on Children's Interaction / 수학연한에 따른 몬테소리프로그램의 효과유아의 상호작용에 미치는 영향을 중심으로
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 9
Date: 2004
Pages: 17-44
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Language: Korean
ISSN: 1226-9417
Article
Peer Interaction in Same- and Mixed-Age Triads in Relation to Chronological Age and Incentive Condition
Available from: JSTOR
Publication: Child Development, vol. 47, no. 3
Date: Sep 1976
Pages: 707–714
Article
Environmental Education in the Context of Child’s Interaction with Nature According to Maria Montessori
Available from: Taylor and Francis Online
Publication: Anthropologist, vol. 18, no. 2
Date: 2014
Pages: 309-313
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Abstract/Notes: This paper addresses the ideas of Maria Montessori (1870-1952), Italian educator who established the most widespread educational method of the world, in relation to environmental education in the context of child-nature interaction as well as the practices applied within the framework of these ideas. The paper is composed of two parts. The first part includes the ideas of Montessori about child-nature interaction and information on how such interaction takes place in Montessori schools. The second part of the paper comprises of the ideas of Montessori about environmental education and information on the practices applied within the framework of environmental education. Therefore, the paper includes information on both theory and practice. In the consequence of the paper, it was observed that Montessori attributed great importance to human contact with nature and that her method laid emphasis on this idea.
Language: English
DOI: 10.1080/09720073.2014.11891548
ISSN: 0972-0073
Article
Teacher-Child Interactions in Preschool and Task Persistence
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 15, no. 3
Date: 1978
Pages: 459-466
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Abstract/Notes: This study was designed to investigate specific aspects of preschool teacher-child interactions as they relate to task persistence in classroom vs. laboratory settings. It was hypothesized that teacher's criticism and interference would be associated with low task behavior in children, and that reward would be associated with high task behavior in both the classroom and an experimental setting; and that the children's task behavior in the two settings would be correlated. The procedure involved observation of teacher and antecedent child behavior in four Montessori classrooms for 8 days; timed observations of percent of time each child spent on-task in the classroom; and an experimental task, given individually outside the classroom. The results confirm all hypothesized relationships except that between reward in the classroom with persistence on the experimental task.
Language: English
DOI: 10.3102/00028312015003459
ISSN: 0002-8312, 1935-1011