Language: Dutch

Abstract/Notes: The purpose of this study was to ascertain whether students in a kindergarten/first-grade multiage class achieve at a different level than students enrolled in a traditional kindergarten or first-grade class in a selected primary school in East Tennessee. The question of the interaction between gender and type of instruction was also analyzed. The causal comparative quantitative research method was used to analyze data differentiating between students enrolled in multiage and traditional classes, retrospectively. A t-test was used to determine the level of performance the students demonstrated on the BRIGANCE K Screen at the beginning of the study. The number of mastered first-grade reading skills and mathematics skills, the score on the system-wide first-grade reading test and mathematics test, and gender interaction with type of instruction in each area were analyzed using ANCOVAs. Statistically significant results (pBRIGANCE 1 Screen(ANCOVA). In 1998, the combined males scored significantly higher than the combined females. In 1999, multiage males had significantly higher means than traditional males. ANCOVA results showed statistically significant difference in the number of mastered reading skills of the multiage students in 1998 as well as with the combination of all three years. The multiage mean was the higher of the two groups all three years. For the number of mastered mathematics skills, ANCOVA results showed a statistically significant difference in 1999 with the multiage scores higher than the traditional group. ANCOVA results showed no significant difference between the groups on the standardized reading and mathematics tests analyzed. Findings indicate that kindergarten students may benefit from kindergarten classes in a multiage setting, and that first-grade students may benefit from multiage settings in mastering skills in reading and mathematics but that benefit is not necessarily demonstrated by standardized test scores.

Language: English

Published: Johnson City, Tennessee, 2001

Abstract/Notes: This study describes learning strategies and the stages of their implementation in Islamic Montessori schools during the pandemic. Conditions during the pandemic require teachers to be adept at using IT to innovate in their learning. This research was a case study. Subjects are teachers whose taught used the Montessori approach for at least 2 years. Data were collected using interviews, documentation, and observation. The data was analyzed using the Spradley technique. Triangulation techniques and thick descriptions are used for the validity of the data. The main findings from Montessori learning at Budi Mulia Dua Islamic schools during the pandemic were carried out using three strategies, namely, Save Distancing Private Class (SDPC), Online Class (OC), and delivery of lesson kits. The use of the results of this research is especially for teachers in Montessori to be able to conduct activities during a pandemic using the original Montessori learning stages through the three strategies. SDPC is most likely to apply the complete Montessori learning stages from greeting to closing. Modification of the Montessori stages was carried out when the OC strategy was implemented. Meanwhile, the Montessori stages cannot be applied to the lesson kit delivery strategy because children study at home under parental guidance. The novelty in this research is that the COVID-19 pandemic has made the implementation of learning require various innovations so that it can be carried out in a quality manner and still pay attention to the needs of children. The strategy is adjusted to government policies that follow developments in cases that occur in the country in general. This variation in strategy also determines the continuity of education services in schools, including this Budi Mulia Dua (BMD). Keywords: learning strategies, Montessori, pandemic. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.70

Language: English

DOI: 10.55463/hkjss.issn.1021-3619.60.70

ISSN: 1021-3619

Language: Dutch

Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

Abstract/Notes: Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public Montessori schools, this approach remains in the niche, or boutique, versus the big box of standards education. In this case study, teachers from a large standards-based school in transition to becoming a public Montessori school answered self-reflective survey questions and were observed in their classrooms to verify their responses. Using this approach, the teachers' practice and reflections were compared and contrasted against the teachers' proclaimed continuum for balancing the dual curriculums of Montessori and Standards-based instruction. Twelve teachers were then interviewed and observed to examine their ability to change. The descriptive feedback from these teachers gave insight into the challenges and successes of implementing complex instructional change. Among significant findings was that some teachers in a short time were able to successfully balance the two curriculum mandates. This study's results revealed that given a complex criteria of support, motivated and experienced teachers could implement this change. This study opens the possibility that under certain circumstances, Montessori boutique education could be replicated in a public Big Box way.

Language: English

Published: Greensboro, North Carolina, 2013

Abstract/Notes: This oral communication is based on my observation report for the discipline Estágio I: Fundamentos Teóricos para o Ensino da Língua Inglesa, where I observed 4 hours of English Classes at Casulo Montessori Instituto Bilíngue, to students whose ages ranged from 18 months to 3 years old. Due to the kids' ages, the classes were 30 minutes long and they were based on a “presentation and practice” methodology, always aiming for the kids to practice the language in a natural context and aligned with what they were seeing on their first language curriculum. The experience in this school was personally cherished not only because of its bilingualism, but also because the Montessori method is one I truly believe in as a teacher, and to see it first-hand was an indescribably treasured. By observing these kids experience a second language in this unique way rarely seen in our country, I had the chance of gaining important understanding of the cognitive processes the mind goes through when learning another language, which I believe is something I will always carry with me as a teacher.

Language: English

Published: Fortaleza, Brazil: Centro de Hamnidades da Universidade Federal do Ceará, 2022

Pages: 129

ISBN: 9786500610833

Language: English

Abstract/Notes: Virtual preschool seems to contradict the Montessori Method, a hands-on, sensorial-based early childhood curriculum. However, many virtual Montessori schools, borne out of the temporary need for isolation due to the Covid-19 pandemic, seek to continue this new implementation of Montessori education permanently. This qualitative study examined how eight preschool teachers in one US-based virtual Montessori program described how they made sense of implementing the Montessori curriculum in an online setting, how they understood the academic and social experiences of their preschool students, and what advantages and disadvantages they perceived for children in the enactment of Montessori education in the virtual format. Using a thematic analysis, this study found that teachers described many adaptations to Montessori education in the virtual format, including to the materials and to the class structure. They felt that their offerings generally met the academic and social needs of their students, while staying as true to the Montessori Method as possible. Teachers found various advantages in the enactment of virtual Montessori school, including the potential to reach children and families who would otherwise not have access to Montessori education in their local communities. Teachers also found various disadvantages, including the uncertainty of the future of the program, and the interference of the screen in a child’s path towards deep concentration, and did not feel that virtual Montessori preschool was an adequate stand-alone replacement for in-person Montessori preschool. Further research is needed on the effectiveness of other virtual Montessori preschools, on the experiences of children completing a full three-year cycle in the virtual Montessori Children’s House program, and on the academic and social readiness of children emerging from virtual Montessori preschool programs for both in-person Montessori and traditional elementary school.

Language: English

Published: Linköping, Sweden, 2022

Language: Dutch