Abstract/Notes: This research is entitled English Language Teaching through Montessori Approach: Teachers’ Perceptions. This research aimed at exploring teachers’ perceptions towards the Montessori approach to teaching of English. This study adopted narrative inquiry as a design. Five teachers from five different Montessori schools in Kathmandu were chosen purposively for this study. The study showed that Montessori approach is a learner centered approach through which students' involvement can be increased. Montessori approach comprehends the learning and it was found that Montessori method was the most preferred method of teaching English. This approach also helps to understand the psychology of children so that learning can happen in the classroom. This approach helps to develop creativity in students because of the environment of the classroom created by Montessori teachers. Likewise, this approach is material based which enhances the learning and retention. This thesis consists of five chapters. The first chapter deals with the introduction part including the background of the study, statements of the problem, objectives of the study, research questions, relevance of the study, delimitation of the study, and operational definitions of the key terms respectively. The second chapter consists of a literature review both theoretical and empirical, and its implications. In addition, it also includes the conceptual framework. The third chapter deals with a methodology such as research design, method of the study, population, sampling strategy, research tools, source of data, and data collection procedure as well as ethical considerations. Similarly, the fourth chapter deals with analysis and interpretation of the data, and findings, and results. Finally, the fifth chapter incorporates a conclusion and recommendations based on the study which is related to policy, practice, and further research. Likewise, the references and appendices are also included for the validation of the research at the end of the study.

Language: English

Published: Kirtipur, Nepal, 2023

Language: English

ISSN: 1054-0040

Abstract/Notes: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 8, 2006). The purpose of this study was to investigate why some Hawaiian language and culture-based (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. The sociocultural perspective on learning provided the theoretical foundations and grounded theory methodology guided the research process. 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

Abstract/Notes: It is noted that the Montessori Approach which involves programed instruction can be useful in teaching practical living skills to retarded and other handicapped children. (SBH)

Language: English

Language: English

Published: Washington, D.C.: The Homer Fagan Press, 1966

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2020

ISBN: 978-90-79506-48-4

Series: The Montessori Series , 23

Abstract/Notes: A series of lectures given by Dr. Maria Montessori at the first International Montessori Course in India in 1939. Includes bibliographical footnotes and indexes

Language: English

Published: Madras, India: Kalakshetra Publications, 1998

Volume: 1 of 2

Abstract/Notes: A series of lectures given by Dr. Maria Montessori at the first International Montessori Course in India in 1939. Includes bibliographical footnotes and indexes

Language: English

Published: Madras, India: Kalakshetra Publications, 1998

Volume: 2 of 2

Abstract/Notes: Staff understanding and confidence delivering non-pharmacological interventions are critical for improving outcomes related to behavioral distress in dementia. We conducted a mixed methods evaluation with frontline staff (nursing, recreation therapists, etc.) at 8 VA Community Living Centers enrolled in a stepped-wedge cluster randomized trial of Montessori-based approaches. Training and data collection were conducted remotely and surveys were shortened to reduce participant burden. Normalization Process Theory (NPT, May et al., 2022) guided questions and analysis. Staff completed N=21 qualitative interviews, N=307 surveys (1-month pre-training and during baseline), and N=906 post-training evaluations. Results revealed 83%-87% passed post-training knowledge exams. NPT surveys reflected Montessori was not a normal part of staff work currently (M=5.58 and 6.35 on a 10-point scale); though they believed it would become a normal part of their work in the future (M=7.11 and 7.68). After training, Montessori was rated as more familiar (M=5.15 to M=6.55, t=-3.12, p=.002), and significantly more staff reported that their role included Montessori delivery/oversight X2=13.26(2), p=.001. Content analysis was used to examine qualitative transcripts for the NPT domain Coherence (e.g., comprehension, self-efficacy, internalization). Three themes emerged: 1) ability to describe Montessori principles, 2) familiarity with Montessori approach, and 3) willingness to try it. All participants were able to describe Montessori, though some reported conditional self-efficacy/confidence. Representative quotes reflect challenges and successes in understanding and early application of the intervention in VA CLC environments. Considerations for pragmatic trial designs amid fluctuating COVID precautions are also discussed (e.g., nursing shortages, implementation and evaluation discrepancies, and site-level variability).

Language: English

DOI: 10.1093/geroni/igad104.1640

ISSN: 2399-5300

Abstract/Notes: The objectives of this research were to explain about how Montessori implemented the teaching and learning process of English for children and to explain about how Montessori Approach can be implemented on children’s language acquisition for two-word stages in the classroom. The researcher used a qualitative research method of case study by implementing three stages of analysis from Miles & Huberman. The result of this research showed that (1) the teaching and learning process in Kinder Haus class was done into four stages. There were warm up activities (singing & dancing, games), the first main lesson activity (Art & Craft, language), second lesson activity (Practical Life) and the third lesson activity (Sensory activity). (2) Montessori Approach can be implemented on children’s language acquisition for two - word stages in the classroom especially in the “practical life” area. The children used the simple words or instructions automatically, either with themselves or their friends in the classroom. Therefore, the implementation of Montessori Approach in the classroom can be done into four stages and the children produced the words for the level of the two – words. Keywords : Children, Classroom, Language Acquisition, Montessori Approach, Practical Life

Language: English

Published: Serang, Indonesia, 2023