Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 3 of 3
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Main Report
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 2 of 3
Article
Pengaruh Metode Belajar Montessori Terhadap Perkembangan Kognitif Anak Stunting
Publication: Trend And Issue In Healthcare,
vol. 1, no. 1
Date: Mar 2024
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Abstract/Notes: Survei Status Gizi Indonesia (SSGI) tahun 2022 melaporkan angka stunting sebesar 21,6%, menurun 2,8% dibandingkan tahun 2021 yaitu 24,4%. Namun Indonesia perlu bekerja keras untuk mencapai target 14% pada 2024. Kekurangan gizi pada anak stunting dapat menyebabkan gangguan perkembangan kognitif yang berdampak pada keberhasilan belajar anak dan mempengaruhi masa depan bangsa. Oleh karena itu, diperlukan upaya untuk meningkatkan kemampuan kognitif anak stunting dengan metode belajar Montessori. Dibandingkan metode tradisional lainnya, Montessori merupakan alternatif yang sangat baik untuk perkembangan kognitif anak. Tujuan penelitian : untuk menganalisis pengaruh Montessori terhadap perkembangan kognitif pada anak stunting. Desain penelitian menggunakan quasy eksperimen pretest – postest with control group. Kelompok intervensi yaitu kelompok Montessori dan kelompok kontrol yaitu kelompok metode belajar tradisional. Intervensi dilakukan selama 2 bulan. Sampel berjumlah 38 anak stunting yang diambil secara purposive sampling. Instrument yang digunakan yaitu kuesioner KPSP dan lembar observasi perkembangan kognitif Montessori. Uji statistic yang digunakan yaitu paired sample t test dan independent t test. Hasil uji paired sample t test diperoleh p value 0.001 pada kelompok Montessori dan p value 0.064 pada kelompok belajar tradisional. Hasil uji independent t test diperoleh p value 0.004. Montessori terbukti berpengaruh terhadap perkembangan kognitif pada anak stunting. Montessori melatih anak untuk mengeksplorasi dan menemukan lingkungan belajar yang tepat dan nyaman. Lingkungan yang nyaman akan menciptakan rasa bahagia dalam proses belajar sehingga dapat meningkatkan minat dan motivasi belajar. Terdapat perbedaan signifikan perkembangan kognitif anak dengan metode Montessori dibandingkan kognitif anak dengan metode belajar tradisional.
Language: Indonesian
Article
✓ Peer Reviewed
A Study on the Pre School Education with Special Reference to Montessori
Publication: Bharati International Journal of Multidisciplinary Research and Development,
vol. 2, no. 2
Date: Mar 2024
Pages: 13-18
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Abstract/Notes: The primary aim of Montessori approach is to enable the child explore him/herself and free that personality; thus, a convenient environment has to be set for the development of the child. How parents, teachers and pre-school institutions set such environments is also studied within this research. Additionally, the effect of the Montessori approach on children that is used by the teachers at school is also observed. Therefore the researcher has made an attempt to focus on the Montessori approach in the preschool education. The Montessori Method is characterized by its emphasis on child-centered learning, individualized instruction, and the creation of a nurturing environment that fosters independence and self-discovery. The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation.
Language: English
Article
Maria Montessori and Roberto Assagioli: Parallels in Their Thinking
Abstract/Notes: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems.
Publication: Educational Administration: Theory and Practice,
vol. 30, no. 4
Date: 2024
Pages: 9098-9104
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Abstract/Notes: This study delved into analyzing the impact of human resource practices with reference to Montessori school Chennai city. A random sample of 150 individuals from the Montessori school. To achieve the study's objectives, a questionnaire was designed as a data collection tool, and appropriate statistical tests and tools within (spss.v 20) were used. this study examines the impact of human resource practices in Montessori schools, with a specific focus on the educational landscape of Chennai city. Montessori education is known for its unique approach to child development, emphasizing individualized learning and holistic growth. human resource practices play a crucial role in shaping the quality of education and the overall functioning of Montessori schools.The research adopts a qualitative approach, utilizing interviews, surveys, and observations to gather data from Montessori schools across Chennai city. the study investigates various aspects of human resource management, including recruitment and selection, training and development, performance evaluation, and employee engagement. Human resource management and educational outcomes in Montessori schools, this study provides valuable insights for school administrators, policymakers, educators, and researchers. ultimately, the findings contribute to the ongoing discourse on enhancing educational practices and fostering positive learning environments in Montessori schools. Enhanced Educational Quality to understanding how human resource practices influence Montessori schools can lead to the implementation of more effective strategies for teacher recruitment, training, and development. This, in turn, can enhance the quality of education provided to students, fostering their holistic development.
Abstract/Notes: Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. “Groundtruthing” (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness.
Language: English
Published: San Diego, California, 2024
Article
✓ Peer Reviewed
Montessori Primary Schools' Effectiveness: A Quasi-Experimental Study on Schooling Outcomes
Abstract/Notes: Montessori is a highly individualized pedagogy that prioritizes following each child’s individual interests over standardized test scores. This quasi-experimental study compares groups of Montessori students (treatment groups, N = 535–710) with control groups of non-Montessori students, matched through the simple matching method, which controls for the effect of background variables on schooling outcomes. The tested hypothesis is that the treatment groups achieve mean scores that are not significantly lower and have a significantly higher standard deviation on standardized tests of mathematics and language. The study encompassed students in Grade 2, 5, 8, and 10 across two separate cohorts. Results indicate that Montessori students attain either comparable or significantly higher scores than non-Montessori students, depending on grade and cohort, with greater score variability observed, particularly at Grade 8 and in mathematics. This finding implies the necessity for future investigations into the effect of Montessori teachers’ instructional practices.
Abstract/Notes: This study was conducted to discover whether Chinese children would go through a similar process of building their theories of print as their English-speaking peers, and whether different schooling (traditional Chinese schooling and Montessori schooling) in the same cultural context affect children's literacy development in different ways. 79 children of age four and age five respectively from one traditional school and one Montessori school were participated in the study. This study found that there were similarities in the early phases of reading and writing development between two languages, Chinese and English. Children from different schooling systems in the same cultural context showed different developmental performance in these tasks indicating that different schooling may have different impacts on children's development of reading and writing. Children from traditional Chinese kindergarten performed better than those from Montessori school in both tasks.
Language: English
Published: Toronto, Canada, 2004
Book
Images of the Young Child: Collected Essays on Development and Education
David Elkind
(Author)
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Language: English
Published: Washington, D.C.:
National Association for the Education of Young Children, 1993
ISBN: 0-935989-58-7
Book
Montessori-Pädagogik in Deutschland: Bericht über die Entwicklung nach 1945 [Montessori pedagogy in Germany: report on developments after 1945]
Published: Freiburg im Breisgau, Germany:
Herder, 1979
ISBN: 3-451-18295-5
Book
Supporting the Development of the Whole Child Through Orff Schulwerk, Montessori and Multiple Intelligences
Karole Calvin-Campbell
(Author)
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Language: English
Published: California:
[s.n.], 1998
Book
Montessori-Material zur Förderung des entwicklungsgestörten und des behinderten Kindes [Montessori material for the support of the developmentally disordered and the handicapped child]
The Origin and Development of Democracy in Education in Time Perspective
Glenn Patrick
(Author)
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Abstract/Notes: In this study the origin and development of democracy in education through the ages is traced in terms
of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomesbased
education and learning approach is also examined. The educationists are inter alia: (1) Plato (427-347
BC); (2) Marcus Fabius Quintilian (35-100 AD); (3) Aurelius Augustine (354-430 AD); (4) Desiderius Erasmus
(1466-1536 AD); (5) John Amos Comenius (1592-1670); (6) John Locke (1632-1704); (7) Jean Jacques
Rousseau (1712-1778); (8) Maria Montessori (1870-1952); (9) John Dewey (1859-1952); (10) Paulo Freire
(1912- ). It was found that democracy in educational theory and practice was addressed, established and
developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa.
Language: English
Published: Pretoria, South Africa, 2000
Report
Montessori in South Africa: An Overview of Needs and Development
Developmental Psychology: Its Potential Role for Peace
Mario Montessori
(Author)
Book Title: The Education of Man for a Peaceful World Community: Congress Report of the XIIIth International Montessori Congress, Amsterdam, Holland, April 1-4, 1964