Language: English

Abstract/Notes: This research delves into Twitter analysis, a well-known social media messaging service recently acquired by Elon Musk for $44bn, which we argue to enable researchers to better monitor (and try to solve) the status of the general population regarding the type of user and content of the received messages. With this analysis, it is intended to show the possibility of disseminating reliable, immediate, and high-quality messages (that would be unlikely obtained through official information channels), potentially provoking in this way an exponential impact afterwards. This idea in particular is key, due to any average social media population user and especially from 'Gen Z' (which hold 25% lower attention capacity and 40% lower check of the reliability of sources than its predecessor generation) could easily understand wrongly the massive (and unfiltered) amounts of information received, therefore generating false alarms, beliefs and in some cases, even own welfare losses. To do so, along this paper we propose the development of a pedagogical activity with a multi-methodological approach through which to carry out a qualitative (and cross-sectional) analysis in the degree of ‘Business Administration and Management’ of EDEM-Business School. Thus, the aforementioned activity would constitute a successful teaching innovation exercise as regards to the acquisition of the required competencies and learning outcomes established within the course, as well as to the achievement of a (attainable and consensual) solution to a real problem faced nowadays and selected by the students: in this case, the increase of awareness about the cervical cancer, a type of cancer that is currently the fourth most common among women worldwide and one of the easiest to prevent through screening tests. / El presente estudio profundiza en el análisis de Twitter, una conocida red social de mensajería adquirida recientemente por Elon Musk por 44.000 millones de dólares, a través de la cual se consigue fácilmente monitorizar (e intentar resolver) el estado general de la población en función del tipo de usuario y contenido de los mensajes recibidos. Con este análisis, se pretende mostrar la posibilidad de difundir mensajes fiables, de forma inmediata y de calidad (que difícilmente se obtendrían a través de los canales oficiales de información), provocando así potencialmente un impacto exponencial a posteriori. Esta idea en particular es muy relevante, debido a que cualquier usuario promedio de las redes sociales y especialmente de la 'Generación Z' (los cuales poseen un 25% menos de capacidad de atención y verifican un 40% menos la fiabilidad de las fuentes consultadas que su generación anterior) podría fácilmente entender de forma errónea la ingente cantidad de información recibida (y sin filtrar), generando por tanto posibles falsas alarmas, creencias y, en algunos casos, incluso pérdidas propias de bienestar. Para ello, a lo largo de este trabajo proponemos el desarrollo de una actividad pedagógica con un enfoque multimetodológico a través de la cual llevar a cabo un análisis cualitativo (y transversal) dentro del grado de ‘Administración y Dirección de Empresas’ de EDEM-Escuela de Empresarios. De esta forma, la actividad mencionada constituiría un ejercicio de éxito dentro de la innovación docente a la hora de adquirir las competencias requeridas y los resultados de aprendizaje establecidos dentro la asignatura, así como la consecución de una solución (alcanzable y consensuada) a un problema real seleccionado por los estudiantes y al que se enfrentan en la actualidad: en este caso, el aumento de la concienciación sobre el cáncer de cuello de útero, un tipo de cáncer que actualmente es el cuarto más común entre las mujeres en todo el mundo y de los más fáciles de prevenir a través de exámenes de detección.

Language: English

DOI: 10.35564/jmbe.2022.0023

ISSN: 2605-1044

Abstract/Notes: This action research examined how fostering student autonomy, competence, and relatedness as described in Self-determination Theory (SDT) improved the Montessori kindergarten student’s motivation to choose work from the math curriculum? By increasing the kindergarten student’s knowledge of the Montessori math curriculum sequence, an attempt was made to increase their autonomy, competence and relatedness as it pertains to choosing math work. The data collection consisted of a student survey and questionaire that was administered before and after the introduction of the action research interventions. Teacher observations were also helpful when determining if students were choosing math works at a higher rate. This research found that introducing kindergarten students to the sequence of Montessori math work improved their knowledge of and attitude towards the Montessori math curiculum.

Language: English

Published: St. Paul, Minnesota, 2013

Language: Italian

Published: Roma: Ente Opera Montessori, 1953

Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.

Language: English

Abstract/Notes: The purpose of this study was to compare the attitudes of preschool children toward their program experiences and school adjustment, in order to ascertain whether differences existed among program type, age, and gender variables. A total of 90 preschool boys and girls 3 to 5 years of age from a church-related program, a Montessori program, and a Head Start program participated in the study. Children were surveyed using a self-report instrument, and teachers rated the children's adjustment to school environments. Results indicated that the attitudes toward program experiences of those children in the church-related program were different from those of children in the Montessori and Head Start programs. Results suggest that, in view of the increased emphasis on early childhood programs and the establishment of numerous preschool programs, such programs for young children should be evaluated from many points of view, including that of the preschool child.

Language: English

Language: English

DOI: 10.5951/MT.43.6.0252

ISSN: 0025-5769

Abstract/Notes: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.

Language: English

DOI: 10.17161/jomr.v1i1.4944

ISSN: 2378-3923

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

Language: English

DOI: 10.1080/10409289.2010.514522

ISSN: 1040-9289, 1556-6935