Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Abstract/Notes: European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children’s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens (731, 84.9%), religious (65, 7.5%), Montessori (35, 4.1%), and Waldorf (30, 3.5%) kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function (BRIEF). The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child’s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables.

Language: English

DOI: 10.3389/fpsyg.2022.823980

ISSN: 1664-1078

Abstract/Notes: The purpose of this action research project was to observe the impacts of a revised handwriting curriculum on motivation for handwriting and independent letter formation in a Montessori 3-6 classroom. Participants in the four-week study included eight students aged 3.6 to 5.9 in a private Montessori school located in a small New England college town. The revised curriculum utilized Orton-Gillingham sequencing, plus new handwriting materials and opportunities. Data sources included a daily tally sheet to track handwriting work, daily writing samples, student interviews, and lesson plan/reflection sheets. Data showed that the average daily participation rate for all optional handwriting work was 80% and that age impacted work choice. Handwriting samples showed improvement in independent letter formation. Further research could study the impact of the new letter presentation sequence on the areas of reading and spelling; and explore the use of cursive handwriting materials with this age group.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.

Language: English

DOI: 10.31849/reila.v2i2.3165

ISSN: 2685-3906

Abstract/Notes: Az iskolai tanulás eredményességét nemcsak a kognitív képességek, hanem az egyén motivációs háttere is meghatározza. Az intrinzik, a belső motiváció a megismerő tevékenység egyik energiaforrása, s feltétele a tartós, perspektivikus tanulási magatartás kialakulásának. A szerző azokat a tényezőket tárja fel, melyek előnyösen befolyásolják a tanulók intrinzik motivációjának fenntartását, s bemutatja ennek gyakorlati megvalósulását a Montessori-szemléletű nevelési-oktatási rendszerben. [The effectiveness of school learning is determined not only by cognitive abilities but also by the motivational background of the individual. Intrinsic, intrinsic motivation is one of the energy sources of cognitive activity and a condition for the development of lasting, perspective learning behavior. The author explores the factors that have a beneficial effect on maintaining the intrinsic motivation of students and presents its practical implementation in the Montessori-based education system.]

Language: Hungarian

ISSN: 1215-1807, 1788-2400

Abstract/Notes: Albania comes from a long history of behavioral theories and the error is not yet free from the influence of this theory, even though the curriculum used in pre-university education is based on constructionist approaches. The positive influence of errors in the teaching/learning process has been widely discussed, but in mathematics, there is a lack of real pedagogical plans and differentiated instructional treatment, where there is a tendency to emphasize errors as much as possible. The purpose of this article is to highlight the educational motives of error in the process of enhancing learning in mathematics. Concrete educational planning that makes use of the power of errors is especially important from the perspective of why errors should be studied and what is stimulated by their correct use. The interpretation of mistakes at the metacognitive and non-cognitive levels is of relevance, and we highlight its main parameters, which are self-acceptance, self-control, and self-correction, using a critical and creative approach. The paper provides a solid theoretical framework for the relevance of extensive mistake analysis, where proper interpretation necessitates a variety of pedagogical and didactic treatments that promote learning building. Math instructors and educational institutions at all levels will benefit from this study. / Shqipëria vjen nga një histori e gjatë e teorive bihevioriste ku gabimi ende nuk është i çliruar nga ndikimi i kësaj teorie, edhe pse kurrikula e përdorur në arsimin parauniversitar bazohet në qasje konstruktiviste. Në këtë punim është diskutuar gjerësisht ndikimi pozitiv i gabimeve në procesin e mësimdhënies/të nxënit, por në rastin e matematikës mungojnë plane reale pedagogjike dhe trajtime të diferencuara didaktike, ku gabimet priren të theksohen sa më shumë. Qëllimi i këtij artikulli është të nxjerrë në pah motivet pedagogjike të gabimeve në procesin e përmirësimit të të nxënit në matematikë. Një projektim didaktik konkret që shfrytëzon fuqinë e gabimeve është veçanërisht i rëndësishëm për sa i përket arsyes pse gabimet duhet të studiohen dhe çfarë stimulohet konkretisht nga përdorimi i tyre i saktë. Interpretimi i gabimeve në nivel metakonjitiv dhe jokonjitiv është i rëndësishëm ku veçohen parametrat kryesor, të cilët janë, vetëpranimi, vetëkontrolli dhe vetëkorrigjimi, duke përdorur qasje kritike dhe krijuese. Ky artikull ofron një kornizë solide teorike për rëndësinë e analizës së hollësishme të gabimeve, interpretimi i saktë i tyre kërkon një shumëllojshmëri trajtimesh pedagogjike dhe didaktike që nxisin ndërtimin e të nxënit. Nga ky studim do të përfitojnë mësuesit e matematikës dhe institucionet arsimore të të gjitha niveleve.

Language: English

ISSN: 2305-882X

Abstract/Notes: Goal Orientation Theory focuses on the types of goals that individuals pursue, and analyzes the influence of school structures on student motivation and learning. This research used the explanatory sequential design of mixed methods to identify the elements and teaching strategies present in the Upper Elementary classrooms of the Puerto Rico Montessori Public Schools Project used by their teachers that explain the perception of their students as environments that promote mastery goal orientation. In the quantitative phase, a questionnaire was administered to students of nine classrooms to identify their personal goal orientation and their perception of the goal structure of their learning environments. In the second phase of the study, the analysis of the quantitative data collected in the first phase of the study was used to identify three classrooms with varying degrees of mastery goal orientation structure. Through a qualitative approach, the elements and teaching strategies that promote a structure related to the mastery goal, as perceived by their students, were identified through individual interviews with their teachers. The findings point to the Upper Elementary classrooms as environments oriented mainly to the mastery goal and identify and describe strategies and elements in them that promote and reinforce this orientation in their students. Alternate abstract: La Teoría de orientación a la meta se enfoca en los tipos de meta que los individuos persiguen, y analiza la influencia de las estructuras escolares en la motivación y aprendizaje estudiantil. Esta investigación utilizó el diseño secuencial explicativo de métodos mixtos para identificar los elementos y las estrategias de enseñanza presentes en los ambientes de Taller II (9–12 años) del Proyecto de Escuelas Públicas Montessori de Puerto Rico utilizadas por sus guías que explican la percepción de sus estudiantes como ambientes que promueven la orientación a la meta de aprendizaje (mastery goal orientation). En la fase cuantitativa se administró un cuestionario a estudiantes de Taller II para identificar su orientación de meta personal y su percepción sobre la estructura de metas de sus ambientes. En la segunda fase del estudio se utilizó el análisis de los datos recopilados en la primera fase del estudio para identificar tres ambientes con distintos grados de orientación a la meta de aprendizaje. A través de un acercamiento cualitativo se identificó, mediante entrevistas individuales a sus guías o maestras, los elementos y las estrategias de enseñanza que promueven una estructura relacionada a la meta de aprendizaje. Los hallazgos señalan a los Talleres II como ambientes de aprendizaje orientados mayormente a la meta de dominio, e identifica y describe estrategias y elementos en ellos que promueven y refuerzan esta orientación en sus estudiantes.

Language: Spanish

Published: Río Piedras, Puerto Rico, 2022

Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.

Language: English

DOI: 10.1086/428885

ISSN: 0195-6744, 1549-6511