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498 results

Article

The Montessori Materials [Gakken Co. Ltd advertisement]

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 26, no. 2

Pages: 60

Asia, East Asia, Japan, Montessori materials

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Abstract/Notes: Since its founding in 1946, Gakken has pioneered in the education information industry from publishing to films and videos, early childhood education materials, office and educational equipment, toys and fancy goods, data processing systems and even a network of tutoring schools. The young children's diverse educational products include Montessori materials imported from Nienhuis of the Netherlands and Gakken is spreading its invaluable teaching methods across the nation through correspondence courses, Montessori teacher training, workshops as well as the operation of "Children's Home". Gakken CO., LTD. 1-17-15 Nakaikegami, Ohta-ku, Tokyo, 146 JAPAN

Language: English

DOI: 10.1007/BF03174265

ISSN: 0020-7187, 1878-4658

Article

Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 46, no. 2

Pages: 299-311

Asia, Comparative education, East Asia, Montessori method of education - Evaluation, Taiwan

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Abstract/Notes: The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study. Children’s scores were measured by Elementary School Language Ability Achievement Test (ESLAAT), Elementary School Math Ability Achievement Test (ESMAAT), and Social Studies Ability Achievement Test (SSAAT). One-way multivariate analysis of variance (MANOVA) showed that students who had Montessori experience had a significantly higher score in language arts in all three grade levels. In math, first grade students scored higher but not second and third grade students. However, in social studies, students who had received Montessori education did not score significantly higher than the non-Montessori students. There was also no significant difference between the number of years spent in Montessori programs and students’ language arts, math, and social studies test scores in first, second, and third grade.

Language: English

DOI: 10.1007/s13158-014-0108-7

ISSN: 0020-7187, 1878-4658

Article

Variation in the Qualities of Instruction Methods Adopted by Different Kindergartens in Hong Kong

Available from: CG Scholar

Publication: The International Journal of Early Childhood Learning, vol. 19, no. 2

Pages: 21-41

Asia, China, East Asia, Hong Kong

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Abstract/Notes: This study examined the learning and teaching approaches used in three kindergartens in Hong Kong, which were assessed as being of “good,” “acceptable,” and “unsatisfactory” quality, respectively, by the regulatory body and that used the same curriculum package. Participants were five kindergarten teachers, their students, and five specialists in pre-primary education, who provided an independent assessment of kindergarten quality. Each teacher was observed for three hours a day over three consecutive days. The specialists discussed videotaped observations of learning activities from each of the kindergartens in a focus group, and rated kindergarten quality. Results indicated that the ratings of the regulatory body and the specialists were consistent and appeared to be informed by the criteria for “developmentally appropriate practices.” The low-quality classroom was teacher-directed, engaged mainly in chalk-and-talk and paper-and-pencil activities, and involved few interactions between the teacher and the children or among children. The children in the other two kindergartens engaged in authentic learning activities, learned in small groups, appeared cognitively engaged, and had many interactions with the teacher and other children. Although the kindergartens claimed to use Montessori, Project, and Unit approaches, the specialists felt that none of them actually implemented their purported approaches with fidelity. The implications of the findings for defining and promoting kindergarten quality are discussed.

Language: English

DOI: 10.18848/2327-7939/CGP/v19i02/48397

ISSN: 2327-7939, 2327-8722

Article

Tagore and Montessori: The Poet's Vision and the Scientist's Testimony

Publication: Montessori Notes, vol. 3, no. 18

Pages: 21

Asia, India, Maria Montessori - Biographic sources, Montessori Society (United Kingdom) - Periodicals, Rabindranath Tagore - Biographic sources, South Asia, ⛔ No DOI found

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Language: English

Article

A Message of Inspiration (To Members of the Indian Branch)

Publication: Montessori Notes, vol. 3, no. 17

Pages: 3

Asia, India, Montessori Society (United Kingdom) - Periodicals, South Asia, ⛔ No DOI found

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Language: English

Article

Application of Knowledge Based Systems for Child Performance Analysis in an Online Montessori Management System

Available from: Insight Society

Publication: International Journal on Advanced Science, Engineering and Information Technology, vol. 2, no. 6

Pages: 25-31

Asia, Malaysia, Southeast Asia

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Abstract/Notes: This paper focuses on the application of knowledge based systems for child performance analysis in an online Montessori module. Using knowledge based techniques, the system generates an automatic analysis based on the teacher's answers to a variety of questions about a child's performance of a specific Montessori activity. The questions were created through a study of the criteria used to assess the level of a child's performance and achievement. This prototype is designed as a proof-of-concept, to show how the knowledge base technique could be applied. To design the prototype, we conducted literature reviews on the delivery of Montessori methods and the knowledge base technique, and compared rule -based and case -based reasoning. We selected rule-based reasoning for the concept prototype since it is suitable for Montessori activities which are well defined and easy to acquire.

Language: English

DOI: 10.18517/ijaseit.2.6.240

ISSN: 2088-5334

Article

Maria Montessori in India

Available from: Atlante Montessori

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 1, no. 5-6-7

Pages: 75

Asia, India, Maria Montessori - Biographic sources, South Asia

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Abstract/Notes: Reprinted in: Pignatari, Marziola, ed. 1967. Maria Montessori cittadina del mondo [Maria Montessori, citizen of the world]. Roma: Comitato italiano dell’OMEP. Reprint title: Maria Montessori e l'India.

Language: Italian

ISSN: 0042-7241

Book Section

The Child as Agent of Radical Change: The Years in India

Book Title: The Best Weapon for Peace: Maria Montessori, Education, and Children's Rights

Pages: 177-210

Asia, India, Maria Montessori - Biographic sources, South Asia

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Language: English

Published: Madison, Wisconsin: University of Wisconsin Press, 2021

Edition: 1st edition

ISBN: 978-0-299-33310-2

Series: George L. Mosse Series in the History of European Culture, Sexuality, and Ideas

Article

Montessori: The Indian Years

Publication: Forum of Education, vol. 33, no. 1

Pages: 36-49

Asia, India, South Asia

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Language: English

ISSN: 0015-8542

Article

Introducing Constructivism to Young Learners: Analysing the Impact on English Language Performance

Available from: International Knowledge Sharing Platform

Publication: Journal of Culture, Society and Development, vol. 46

Pages: 51-58

Asia, Constructivism (Education) - Criticism, interpretation, etc., Southeast Asia, Thailand

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Abstract/Notes: The significance of this study was to observe the instructional effect of constructivist teaching methodologies on English language performance outcomes among grade four students at a private all-boys school in central Bangkok. The experiment comprised two classes of differing ability: Class One (n = 18) classified as above average; and, Class Two (n = 15) below average. Both groups were taught according to the traditional Thai syllabus in the first semester of the academic year of 2016/17, transitioning to a constructivist learning environment in the second semester. The results of formal academic assessments were analysed via t-tests (<0.05); and the findings revealed that, as a result of the constructivist program, a significant difference was observed in both classes in relation to speaking attainments. However, in terms of overall language performance, a significant difference was noted in Class One only.

Language: English

DOI: 10.7176/JCSD/46-07

ISSN: 2422-8400

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