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231 results

Article

In Support of Strong Communities

Publication: Forza Vitale!, vol. 22, no. 1

Pages: 10

⛔ No DOI found

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Language: English

Article

Transforming Children, Families and Communities

Publication: Montessori Insights

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Language: English

Article

Montessori: Making a Difference in Aboriginal Communities

Publication: Montessori Insights

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Language: English

Article

Measuring Equity in Montessori Communities

Available from: MontessoriPublic

Publication: Montessori Public, vol. 3, no. 3

Pages: 3, 15

Public Montessori, ⛔ No DOI found

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Language: English

Conference Paper

How to Build Innovative Competency-Based Education in Adolescents’ Communities? A Case Study of Montessori Cluj

Available from: Internet Archive

BASIQ 2022 (Graz, Austria, 25-27 May 2022)

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Abstract/Notes: Innovative competency-based education in adolescents’ communities is one of the most challenging thins of the new millennium. Researchers from all over the world are trying to find models of competency-based education for the young and adolescent students. In this paper, starting with the last available data of the OECD Program for International Student Assessment (PISA), the authors are analyzing the results using a linear regression modeling. Their findings reveal that there is an inverse relationship between the science performance and the total study time in after school hours. One solution that the authors give is the alternative education in general and boarding school within the alternative Montessori educational system. The novelty of the paper is the econometric analysis of the data obtained by students in PISA tests and the use of these results to achieve an innovative education based on skills in adolescent communities. The results of this work could be used both by parents to choose a suitable school for their children and for the governors, to create a national educational ecosystem based on the development of adolescents' skills.

Language: English

Published: Bucharest, Romania: Editura ASE, 2022

Pages: 306-312

DOI: 10.24818/BASIQ/2022/08/040

Article

TACC Workers Organize, Form Union: Organizer Says Union Was Only Solution

Publication: Talking Leaf, vol. 44, no. 6

Pages: 4

Americas, Early childhood care and education, Indigenous communities, Montessori schools, Montessori schools, North America, United States of America

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Language: English

ISSN: 0300-6247

Article

Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky

Available from: Cambridge University Press

Publication: The Australian Journal of Indigenous Education, vol. 47, no. 2

Pages: 158-170

Action research, Australasia, Australia, Australia and New Zealand, Biology education, Indigenous communities, Indigenous peoples, Oceania

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Abstract/Notes: This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.

Language: English

DOI: 10.1017/jie.2017.12

ISSN: 1326-0111, 2049-7784

Article

An Enriched Mathematical Program for Young Aboriginal Children

Available from: Cambridge University Press

Publication: The Aboriginal Child at School, vol. 20, no. 1

Pages: 15-37

Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania

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Abstract/Notes: This paper provides some early results on a project designed to improve Aboriginal children's performance in mathematics, starting from their earliest introduction to number work. It explores the use of an enriched mathematics environment that minimally conflicts with traditional Aboriginal learning styles. The study is concerned with evaluating the effectiveness of a program intervention in remote Aboriginal schools, based on the results of pre- and post-interviews given to children at eight different schools in Western Australia at the beginning and end of 1989 and 1990. Comparison data with those for children at other schools are provided in this paper. The data derive from interviews with young children, and provide evidence on their performance in several key areas of early mathematics. Schools were categorized into three groups: White middle class; town Aboriginal and working class; and remote Aboriginal. The White middle class schools had the highest performance, followed by the town Aboriginal and White working class schools and the remote Aboriginal schools. There was a rather consistent gain in mean scores for most schools of around four points over the course of the first year so that existing differences between schools at the beginning of the year were still evident at the end of the year. At this stage it is difficult to conclude whether the intervention program has improved mathematics achievement for this group of remote Aboriginal children. There is at least no evidence of ‘progressive retardation’, which describes the current situation where Aboriginal children fall farther behind as they progress through school.

Language: English

DOI: 10.1017/S0310582200007707

ISSN: 0310-5822

Doctoral Dissertation

Culturally Congruent Education and the Montessori Model: Perspectives from Hawaiian Culture-based Educators

Available from: AMS Website

Americas, Culturally relevant pedagogy, Indigenous communities, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: The purpose of this study was to investigate why some Hawaiian language and culturebased (HLCB) educators perceived the Montessori approach to be congruent with their goals and values and to determine the salient features of the Montessori approach used by HLCB teachers who received Montessori training. Interviews and focus group discussions were conducted with 40 HLCB participants, including 15 key informants who had at least 180 hours of Montessori training. Data also included classroom and school visits and analyses of school documents. Data analysis revealed six themes and two linkages that related the themes and their elements. Four themes were related to why HLCB educators have perceived the Montessori approach to be congruent with their values and goals. These were (a) similar views regarding their work as a lifestyle, (b) common pedagogical practices, (c) shared values and beliefs as educators, and (d) an overlapping world-view. One theme described the distinctions between the approaches. The final theme included challenges to implementing and maintaining HLCB programs. The findings suggest that researchers and teacher educators interested in culturally congruent education should take into account the underlying world-view of both the research paradigm and the participants involved, and that school reform should be comprehensive, culturally congruent, and generated from within communities and other stakeholders. They also indicate that culturally congruent, place-based education may enhance academic self-efficacy and could serve as a bridge between seemingly disparate educational approaches.

Language: English

Published: Manoa, Hawaii, 2006

Master's Thesis (Action Research Report)

Authentic Montessori (in a De/colonializing World)

Available from: St. Catherine University

Action research

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Abstract/Notes: This six-week qualitative action research self-study investigated how critically reflecting upon personal heritage while engaging with decolonial, antiracist perspectives would affect perception and attitudes towards Montessori materials, pedagogical philosophy and methodology. With critical pedagogy as a theoretical framework, the researcher surveyed decolonial scholarship for recommendations. She followed a program revealed by the literature. She took two tests at the beginning and end of the study to establish a baseline of bias. For the first two weeks of the study, she engaged with Indigenous peoples' cultural production. She studied ancestral trauma for the following two weeks. To provoke equal understanding and connectedness to her own ancestry, she also engaged with media concerning her own lineage for two weeks. In accordance with critical pedagogy, these engagements were followed by critical reflections, leading to a more aware state that actively resists colonial (and other) oppressions. During the last two weeks of the study she also read about the struggles of and connected with people in the Palestinian territories towards an engaged praxis of solidarity. While the metrics of spiritual preparedness and critical consciousness remained evasive, the researcher observed deepening understanding throughout the study coding and analyzing journal reflections for themes. Recommendations following the study include: a dialogue-centered approach to Montessori teacher trainings, supplementation that includes decolonial knowledges, critical pedagogy, anti-racism, and trauma informed care. Research is needed to ascertain the effects of decolonial preparation upon guides and environments towards critical consciousness development in Montessori children. Indigenous erasure in classic Montessori materials need be addressed.

Language: English

Published: St. Paul, Minnesota, 2019

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