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1033 results

Doctoral Dissertation (Ed.D.)

A Ray of Light: A Mixed-Methods Approach to Understanding Why Parents Choose Montessori Education

Available from: University of Nebraska Libraries

Montessori method of education, Montessori schools, Parents - Perceptions

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Abstract/Notes: This study explored why parents choose Montessori schools for their children. Parents from two public (n = 40) and two private (n = 10) Montessori schools responded to a written survey designed to discern what characteristics parents valued in making their decision. Descriptive statistics, t-tests, and chi-square tests were used to understand the trends present in parents‟ responses. Comparisons were made between public and private Montessori parents to explore the overarching themes and to determine differences that existed between the two types of parents. The researcher conducted thirteen interviews designed to elicit additional information about why the parents chose Montessori programs and to confirm the results of the quantitative data. Open-ended survey items and interview transcripts were coded using content analysis. Public and private Montessori school parents valued similar factors and characteristics with a few significant differences. Public Montessori parents valued diversity and free tuition while private Montessori parents placed higher value on academic programming. Information obtained from the participants indicated several areas of opportunity for schools to develop creative marketing strategies and to employ innovative strategies for improvement.

Language: English

Published: Lincoln, Nebraska, 2010

Doctoral Dissertation

A Comparison of the Theories of Maria Montessori and Jean Piaget in Relation to the Bases of Curriculum, Methodology, and the Role of the Teacher

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Language: English

Published: New York, New York, 1969

Doctoral Dissertation

Sosyal beceri eğitimi programı ile desteklenmiş Montessori yönteminin anaokulu çocuklarının duyguları anlama ve sosyal problem çözme becerilerine etkisi [The effect of Montessori method supported by social skills training program on understanding emotions and social problem solving skills of kindergarten children]

Available from: Selçuk University (Turkey)

Asia, Middle East, Montessori method of education, Problem solving in children, Social development, Social emotional learning, Turkey, Western Asia

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Abstract/Notes: Bu araştırma, Sosyal Beceri Eğitimi Programı ile desteklenmiş Montessori yönteminin anaokulu çocuklarının duyguları anlama ve sosyal problem çözme becerilerine etkisini incelemek amacıyla yapılmıştır. Çalışma grubunda, 2013-2014 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokulu'na devam eden 53 çocuk yer almıştır. Araştırmada veri toplama aracı olarak, Wally Duygular Testi ve Wally Sosyal Problem Çözme Testi kullanılmıştır. Testler çocuklara deneme öncesi ve sonrasında uygulanmış; ayrıca deneme grubuna eğitim programı bitiminden altı hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Kruskal Wallis H testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Bulgular incelendiğinde, deneme, kontrol 1 ve kontrol 2 grubu çocuklarının Wally Duygular Testi ve Wally Sosyal Problem Çözme Testi sontest puan ortalamaları karşılaştırıldığında, deneme grubu lehine anlamlı bir farklılaşma bulunmuştur. Deneme grubu çocuklarının Wally Duygular Testi ve Wally Sosyal Problem Çözme Testi sontest ve izleme testi puan ortalamaları karşılaştırıldığında ise anlamlı bir farklılaşmanın bulunmadığı ortaya konulmuştur. Elde edilen bulgular doğrultusunda ulaşılan genel sonuç; Sosyal Beceri Eğitimi Programı ile desteklenen Montessori yönteminin anaokulu çocuklarının duyguları anlama ve sosyal problem çözme becerilerini olumlu yönde etkilediği ve pür olarak uygulanan Montessori yöntemine ve MEB Okul Öncesi Eğitim Programı'na göre duyguları anlama ve sosyal problem çözme becerileri acısından daha etkili olduğudur. / This research was studied with the purpose of analyzing the effect of Montessori method supported by social skills training program on kindergarten children's skills of understanding feelings and social problem solving. 53 children who attended at Selcuk University, Faculty of Health Sciences, Ihsan Dogramaci Aplication Nursery School in Konya in 2013-2014 school year were included in the study group. Wally Feelings Test and Wally Social Problem Solving Test were used as data collection tool. The tests were applied to the children as pre and post test; in addition, the tests were applied to the experimental group again six weeks after the end of the educational program. Kruskal Wallis H test and Wilcoxon Signed Rank Test were used to analysis of data obtained in the study. When findings were analyzed, comparing scores of posttest of Wally Feelings Test and Wally Social Problem Solving Test of experimental, control 1 and control 2 groups, it was found that there was a meaningful differentiation in favor of experimental group. When comparing posttest and follow-up test of Wally Feelings Test and Wally Social Problem Solving Test scores of experimental group, it was proved that there was not a meaningful differentiation. The overall outcome of the study based on the obtained results is that Montessori Method Supported by Social Skills Training Program supports the development of children's skills of understanding feelings and social problem solving.

Language: Turkish

Published: Konya, Turkey, 2015

Master's Thesis

Creative Nonfiction and the Montessori Method: Design Principles for Developmental Stages

Available from: Hollins University - Digital Commons

Montessori method of education - Criticism, interpretation, etc., Stages of development

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Abstract/Notes: This thesis essay looks at the genre of creative nonfiction in children’s picture books to find literary and design elements that are utilized in award winning books and how those components transfer to the first three planes of development in the Montessori method of education. The three creative works of the thesis, Under the Surface: A Sea Mammal’s Day, Dive into a Kelp Forest, and Reef are picture books with an environmental, ocean theme. Each book corresponds with one of the first three planes of development put forth by Maria Montessori in her philosophy of education. Analysis of these works show how literary and aesthetic devices, as evidenced in award winning genre picture books, pertain to and contribute to the sensitive periods of learning for each plane and its corresponding age group.

Language: English

Published: Roanoke, Virginia, 2022

Master's Thesis (Action Research Report)

What Are the Effects Of Parental Informational Nights/Parenting Classes on the Parent’s Understanding of the Montessori Method?

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This action research paper aimed to identify the benefits of parent informational classes within the Montessori method. Parents participated in three informational sessions. The sessions discussed Montessori philosophy and each of the core areas in the Montessori classroom. Data was measured using pre-and post-surveys, allowing parents to elaborate on their understanding. Parents were also able to provide questions and feedback regarding areas they desired to learn more. Parents expressed that the informative classes provided them a better understanding of the Montessori philosophy and provided ideas for incorporating the method into their homes. The research concluded the importance of involving and educating parents on their child’s method of education. Further research should include a more extensive and more diverse group of parents or involve multiple schools to see the impact on parent involvement and student success. Upon this research, we will prioritize educating parents on the importance of the Montessori philosophy.

Language: English

Published: St. Paul, Minnesota, 2022

Article

Outline of Teaching Methods and Applications for Archaeological Studies of the Anasazi in the Montessori Elementary Classroom

Publication: AMI Elementary Alumni Association Newsletter, vol. 19, no. 1

Pages: insert

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Language: English

Article

Toronto Lodge Hears Talk on Montessori Method

Publication: Canadian Theosophist, vol. 46, no. 2

Pages: 36-37

Americas, Canada, Montessori method of education - Criticism, interpretation, etc., North America, Theosophical Society, Theosophy

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Language: English

ISSN: 0045-544X

Article

The Montessori Method in Relation to Moral Training and Catholic Dogma

Available from: HathiTrust

Publication: Catholic Educational Review, vol. 29

Pages: 412-424

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Language: English

ISSN: 0884-0598

Article

Montessori Method and St. Augustine

Publication: Catholic Educational Review, vol. 42, no. 2

Pages: 99-104

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Language: English

ISSN: 0884-0598

Doctoral Dissertation

Examining Elementary Teachers' Perceptions of the Impact of High-Stakes Testing on Classroom Teaching Practices: A Mixed Methods Study

Available from: UAB Libraries

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Abstract/Notes: The No Child Left Behind Act of 2001 (NCLB) requires schools to be held accountable for academic performance. It is believed the pressure of accountability will lead teachers to narrow the curriculum by engaging students in test preparation activities. The purpose of this two-phase, explanatory mixed methods study was to examine elementary teachers’ perceptions of the impact of the Stanford Achievement Test 10 (SAT-10) and the Alabama Reading and Math Test (ARMT) on classroom teaching practices from a sample of third-grade, fourth-grade, and fifth-grade teachers in three large school systems in Alabama. The purpose of the first, quantitative phase of the study, was to reveal teachers’ perceptions of the impact of high-stakes testing on curriculum and instructional approaches, the amount of time spent on critical thinking skills, the amount of time spent on test preparation activities, and the perceived impact of state tests on students and teachers by surveying 123 third-grade through fifth-grade teachers in three large Alabama school systems. In the second, qualitative phase of this study, purposeful sampling strategy and maximal variation sampling strategy were employed to interview nine teachers who responded to the survey in the first, quantitative phase of the study to explore the results from the statistical tests in more depth. Findings suggested urban teachers spent more time on critical-thinking skills than rural and suburban teachers, and low-socioeconomic, rural teachers experienced more stress caused by high-stakes testing than their geographical counterparts. All teachers independent of socioeconomic status or school geographical location reported they increased their focus on reading and math, which were the subjects assessed on high-stakes tests and de-emphasized subjects not tested such as social studies and science. Finally, most teachers reported they decreased the teaching of critical thinking skills due to the SAT-10 but increased the teaching of critical thinking skills due to the ARMT. Due to the lack of research regarding high-stakes testing in Alabama elementary schools, there was a need for teachers to discuss the specific impact of testing on classroom teaching practices because they work directly with students and are cognizant of the challenges that teachers face.

Language: English

Published: Birmingham, Alabama, 2010

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