Language: English

Abstract/Notes: The purpose of this study is to determine whether teachers' attitudes towards family participation in preschool education institutions that adopt the approaches related to Montessori, Reggio Emilia and MEB education programs differ. In addition, teachers' level of education, age, type of institution, professional qualifications and professional experiences are also considered as variables. In addition, the opinions of pre-school teachers about family participation were examined comparatively. The sample of the study consists of 81 preschool teachers working in the educational institutions that adopt the approaches related to Montessori, Reggio Emilia and MEB education programs in Kadıköy, Maltepe and Ataşehir districts of Istanbul province in the 2018-2019 Academic Year. The Attitude Scale on Family Participation Studies for Teachers and the Personal Information Form containing open-ended questions for family participation were simultaneously filled in order to reveal the similarities and differences in family participation studies. According to the results of the study; the attitude points of the teachers who work in preschool education institutions which adopt the approaches related to Montessori, Reggio Emilia and MEB programs have shown a significant difference. In this context, it was determined that the scores obtained from the attitude scale differed according to the approaches.The attitude scores of the teachers working in preschool education institutions, which adopted the Reggio Emilia approach, was higher than the attitude scores of the teachers working in preschool education institutions that adopted the Montessori and MEB educational approaches. In addition, the attitudes of pre-school teachers towards family participation showed statistically significant differences according to age and category of the institution they served. However, it was determined that the attitudes of pre-school teachers towards family participation did not show a statistically significant difference between the professional title and professional experience categories. At the same time, it was concluded that preschool teachers' views on family participation reflect the educational approaches adopted by preschools. / Bu çalışmanın amacı, Montessori, Reggio Emilia ve Milli Eğitim Bakanlığı eğitim programlarına ilişkin yaklaşımları benimseyen okul öncesi eğitim kurumlarında aile katılımına ilişkin öğretmen tutumlarının farklılık gösterip göstermediğini ortaya koymaktır. Ayrıca öğretmenlerin öğrenim düzeyi, yaşı, görev yaptıkları kurum çeşidi, mesleki ünvanları ve mesleki deneyimleri gibi özellikler de değişken olarak ele alınmıştır. Ayrıca okul öncesi öğretmenlerinin aile katılımına yönelik görüşleri karşılaştırmalı olarak incelenmiştir. Araştırmanın çalışma grubunu 2018-2019 Eğitim Öğretim yılında İstanbul iline bağlı Kadıköy, Maltepe ve Ataşehir ilçelerinde bulunan Montessori, Reggio Emilia ve MEB eğitim programlarına ilişkin yaklaşımları benimseyen eğitim kurumlarında görev yapan 81 okul öncesi öğretmeni oluşturmaktadır. Çalışma grubunu oluşturan okul öncesi öğretmenlerine "Öğretmenler İçin Aile Katılım Çalışmaları Hakkında Tutum Ölçeği" ile aile katılım çalışmalarındaki benzerlikleri ve farklılıkları ortaya koymak amacıyla demografik bilgileri ve aile katılımına yönelik açık uçlu soruları içeren "Kişisel Bilgi Formu" eş zamanlı olarak doldurtulmuştur. Araştırmanın sonucuna göre; Montessori, Reggio Emilia ve MEB programlarına ilişkin yaklaşımları benimseyen okul öncesi eğitim kurumlarında görev yapan öğretmenlerin aile katılımına yönelik tutum puanları anlamlı farklılık göstermiştir. Bu bağlamda tutum ölçeğinden alınan puanların yaklaşımlara göre farklılık gösterdiği tespit edilmiştir. Reggio Emilia yaklaşımını benimseyen okul öncesi eğitim kurumlarında görev yapan öğretmenlerin tutum puanları Montessori ve MEB eğitim yaklaşlarımını benimseyen okul öncesi eğitim kurumlarında görev yapan öğretmenlerin tutum puanlarından yüksek çıkmıştır. Ayrıca okul öncesi öğretmenlerinin aile katılımına yönelik tutumları yaş ve görev yaptıkları kurum çeşidi kategorilerine göre istatistiksel olarak anlamlı farklılık göstermiştir. Ancak okul öncesi öğretmenlerinin aile katılımına yönelik tutumlarının mesleki ünvan ve mesleki deneyim kategorilerinin istatistiksel olarak anlamlı farklılık göstermediği tespit edilmiştir. Bununla birlikte okul öncesi öğretmenlerinin aile katılımına yönelik görüşlerinin görev yaptıkları anaokulları tarafından benimsenen eğitim yaklaşımlarını yansıttığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Istanbul, Turkey, 2019

Abstract/Notes: This study investigated students' attitudes toward multi-age classrooms, specifically examining differences in attitudes based on gender and grade level. The Multiage Attitude Survey was administered at the end of the school year to students in two multi-age classrooms: one classroom with 11 third-grade and 10 fourth-grade students, the other with 11 fifth-grade and 13 sixth-grade students. Results revealed no significant difference in attitudes based on gender. However, differences were found in grade level attitudes. Correlations between grade level and negative attitudes toward multi-age classrooms indicated that the higher grade-level students (fourth graders and sixth graders) had more negative attitudes toward the multiple groupings than did younger students in each classroom.

Language: English

Published: [S.I.], 1993

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

Abstract/Notes: The purpose of this action research study was to discover if exposure to nature-based education would increase student’s eco-centric views of the environment. The intervention took place over a four week period at a private Montessori school in France. 11 students and their parents participated in the study. Students ranged in age from 2 to 3 years. Qualitative and quantitative data were both collected via a parent questionnaire, pre and post student surveys, daily observations, and a teacher reflection journal. Analysis of the data revealed that the more days a child participated in the nature-based lessons and activities, the more eco-centric development they achieved. Further research could be done during different seasons throughout the year as outdoor time was limited during the winter months. A similar study conducted over a longer period of time may also yield interesting results.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: A survey of 92 elementary school teachers in northern British Columbia revealed that rural teachers were more positive than urban teachers toward the use of multiage classrooms and that teachers disagreed about their needs for effectively managing such classrooms. Suggests providing teachers of multiage classrooms with inservice opportunities, sound research-based practices, and additional teaching resources.

Language: English

ISSN: 0013-1253

Language: English

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643