Abstract/Notes: “The child’s progress does not depend only on his age, but also on being free to look around him.” Maria Montessori. The Montessori Method of education was developed by Maria Montessori at the turn of the 20th century. The first book "Il Metodo della Pedagogia Scientifica applicato all' educazione infantile nelle Case dei Bambini” was published in Italy in 1909, and was soon translated into other languages. This educational philosophy and method has been used worldwide for more than a century, usually educating children from 3 to 12 years old. The proposal of the method includes: mixed age classrooms, freedom of movement within the classroom (a thoughtfully prepared and structured environment), or students´ freedom to choose activities. As Maria Montessori stated: “The essence of independence is to be able to do something for one’s self”. The method consistently seeks to stimulate children to learn voluntarily. Our aim in this paper is to extend the basic philosophy and underlying ideas of the Montessori Method to university classes, to improve outcomes in terms of engagement, motivation, maturity and critical thinking. Our initial hypothesis is that the non-traditional schooling approach of the Method could be positively strengthened with current advances in teaching techniques, such as flipped classrooms or technology-based teaching and learning.

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020

Pages: 3861-3864

DOI: 10.21125/inted.2020.1079

ISBN: 978-84-09-17939-8

Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.

Language: English

Published: Columbus, Ohio, 1981

Language: English

Published: Boston, Massachusetts, 2003

Language: English

Abstract/Notes: At the general meeting or the Ahmedabad Municipal School Board the proposals of Dr. Swaminarayan and Mr. Panchal sent through the Municipal Board for opening Montessori schools in the Northern Division were discussed at length, and it was resolved that the Board was Not prepared on its own responsibility to open any more Montessori schools. The Board, however, accepted the principle of giving all possible help to private enterprises.

Language: English

Language: English

Language: English

Abstract/Notes: Montessori pedagogy, a child-focused educational approach, is based on principles introduced by Maria Montessori while observing child’s learning, encouraging their activity and respecting their personality. By following the guidelines and educational principles of Montessori pedagogy, we follow the natural psychological and physiological development of the child, as well as encouraging the child’s personal development. The aim of this paper is to implement Cosmic education of Montessori pedagogy in teaching Science. By extensively researching literature on the Montessori method, Cosmic education, and attending the two year Montessori education in Osijek, I find that the Cosmic education could be implemented in teaching Science to a great extent, because it offers a large variety of topics and cosmic tasks which a person should fulfill during their lifetime and which are taught and thoroughly explored in a Montessori school and regarded as an inexhaustible source of knowledge. .

Language: Croatian

Published: Osijek, Croatia, 2018

Abstract/Notes: In 1913 four Australian teachers attended inspirational educator Dr. Maria Montessori’s first international training course in Rome. That same year Blackfriars School in Sydney was one of the first schools in the world to adopt the Montessori approach. A century later, Montessori continues to be at the forefront of innovative education in this country, with 200 schools and centres, including Indigenous learning programs, and a recognised curriculum of its own.

Language: English

Published: Randwick, Australia: University of New South Wales Press, 2013

ISBN: 978-1-74223-363-5

Language: English