Abstract/Notes: The school environment must create a rich, beautiful, dynamic, meaningful experience for students to learn; however, architects, school boards, and the state focus almost exclusively only on the building when making design decisions. This document lists specific aspects to developing a visionary campus: one that provides a three-dimensional educational experience. Characteristics of the visionary campus include smaller size campuses, multi-age groupings, decentralized buildings, information access that goes beyond written or digital form, and sustainable architecture that is ecologically sound. (GR) Georgia Association for Supervision and Curriculum Development (GASCD)

Language: English

Language: English

Language: English

Published: Boston, Massachusetts, 2003

Language: English

Language: English

Abstract/Notes: Self-directed learning (SDL) has been gaining popularity in recent years, particularly with adult learners. However, research has indicated that it can be an effective means to educate younger students within a variety of disciplines. The purpose of this study is to identify the impact of student-directed learning through goal setting on academic performance and self-determination in lower elementary students. The researcher hypothesized that allowing students to self-direct their learning through goal setting would result in higher self-determination and improved academic performance. Researchers measured the progress of 15 students towards self-selected goals and compared their results to self-determination scores before and after the intervention. 77% of participants showed quantitatively measurable improvement of academic performance in their selected goal. 100% of participants showed qualitatively measurable improvements of academic performance in their selected goal. There was no evidence found to support that self-directed learning leads to higher self-determination, nor was their evidence found to support that self-determination leads to improved academic performance. This study provides evidence that student-directed learning implemented with student-selected goals in multiple academic areas leads to higher academic performance related to self-selected goals.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: In 21st century, technological developments have found a place in education and has expanded its usage area over time. This situation has also manifested itself in Montessori education, which is one of the preschool education approaches that preserves its validity and effectiveness, and widely applied in many parts of the world. This research aims to determine the experiences of Montessori educators, who apply the Montessori educational approach and use a digital assessment tool as an assessment tool, towards the digital assessment tool they use and their views on these experiences. Within the scope of this purpose, the study was designed in the phenomenological research, one of the qualitative research methods. Phenomenological research is used to appeared participants' knowledge, perception, experience and feelings about the phenomenon. Within the scope of this study, phenomen was determined as the digital assessment tools used by Montessori educators in Montessori education schools. The study group consisted of 14 Montessori educators, 3 of whom were working in Barcelona and 11 from an official and private Montessori school in Istanbul. Participants were determined using the "criterion sampling" method, and the criteria were that educators took Montessori education and used the digital assessment tool in an early childhood education classroom. The data collection tools of the study consisted of personal information form and individual interviews conducted by the researcher with Montessori educators through online interview systems. When the data gathered as a result of these interviews were analyzed, it was seen that the digital assessment tools considered as a phenomenon were associated with different dimensions by the Montessori educators who participated in the research. These dimensions have been "ease of use and necessity", "parent", "Montessori education". In addition, it was determined that Montessori educators explained for the tools they use, apart from the digital assessment tool. The non-digital assessment tools dimension was also examined in the study in order to reveal the educators' perceptions of the digital assessment tool holistically. As a result of the study, sixteen sub-themes related to four themes were formed. The findings were discussed within the framework of the studies in the field. / 21. yüzyılla birlikte teknolojik gelişmeler eğitimde kendine yer bulmuş ve zamanla kullanım alanını genişletmiştir. Dünya'nın birçok yerinde yaygın olarak uygulanan geçerliliğini ve etkililiğini koruyan ve okul öncesi eğitim yaklaşımlarından biri olan Montessori eğitiminde de kendini göstermiştir. Araştırma Montessori eğitim yaklaşımını uygulayan ve değerlendirme aracı olarak bir dijital değerlendirme aracı kullanan Montessori eğitmenlerinin, kullandıkları dijital değerlendirme aracına yönelik deneyimlerini ve bu deneyimlerinine yönelik görüşlerinin tespit edilmesini amaçlamaktadır. Bu amaç kapsamında çalışma nitel araştırma yöntemlerinden fenomenolojik araştırma deseninde tasarlanmıştır. Fenomenolojik araştırma, katılımcıların fenomen hakkındaki bilgi, algı, deneyim ve hislerini somutlaştırabilmek için kullanılmaktadır. Bu araştırma kapsamında fenomen, Montessori eğitimi veren okullardaki Montessori eğitmenlerinin kullandıkları dijital değerlendirme araçları olarak belirlenmiştir. Çalışma grubunu 3'ü Barcelona'daki ve 11'i İstanbul ilindeki resmi ve özel bir Montessori okulunda çalışan 14 Montessori eğitmeni oluşturmuştur. Katılımcılar "ölçüt örnekleme" yöntemi ile belirlenmiş olup, ölçüt olarak eğitmenlerin Montessori eğitimi alması ve bir erken çocukluk eğitimi sınıfında dijital değerlendirme aracını kullanması olarak belirlenmiştir. Araştırmanın veri toplama araçlarını, kişisel bilgi formu ve araştırmacı tarafından Montessori eğitmenleri ile online görüşme sistemleri aracılığıyla yapılan bireysel görüşmeler oluşturmuştur. Bu görüşmeler sonucunda elde edilen veriler analiz edildiğinde bir fenomen olarak ele alınan dijital değerledirme araçları araştırmaya katılan Montessori eğitmenleri tarafından farklı boyutlar ile ilişkilendirildiği görülmüştür. Bu boyutlar "kullanım kolaylılığı ve gerekliliği", "veli", "Montessori eğitimi" olmuştur. Ayrıca Montessori eğitmenlerinin dijital değerlendirme aracının dışında kendi kullandıkları araçlara yönelik değerlendirmeler yaptığı tespit edilmiştir. Eğitmenlerin dijital değerlendirme aracına yönelik algılarını bütüncül olarak ortaya çıkarabilmek amacıyla dijital olmayan değerlendirme araçları boyutu da çalışmada incelenmiştir. Çalışma sonucunda dört tema ve temalara ilişkin on altı alt tema oluşturulmuştur. Elde edilen bulgulan alan yazın kapsamında tartışılmıştır.

Language: Turkish

Published: Istanbul, Turkey, 2021

Abstract/Notes: Previous studies have examined the effects of different forms of sensory input on young learners’ cognition. This study is based on theoretical models of coding, information processing theory, and depth of processing theory. These theories suggest that multiple sources of sensory input at the time of learning establish deeper neural connections which in turn, aid in retrieval of information. This action research project examined two forms of sensory input, auditory and kinesthetic, and their effects on the retention and recall of novel French vocabulary words. Phase I of the experiment tested the effects of gestures on recall of vocabulary words while reciting a poem. Phase II examined the impact of singing on vocabulary recall. It was hypothesized that both gestures and songs would positively effect retention and recall of novel French vocabulary. This study also considers theories of bilingual learning and second language acquisition in early childhood learning environments. Specifically, comparisons are made between simultaneous and sequential bilingualism and the home and school environment respectively. Previous research in the field of second language acquisition suggests that L2 learners build on the linguistic foundations of their native language (L1). This action research project was carried out in a private Montessori school in Northeastern Iowa. Models of bilingualism are situated within the context of Dr. Montessori’s pedagogical methods of teaching language, and this thesis provides examples of bilingual Montessori learning environments.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: Penelitian ini dilatar belakangi oleh kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi, dengan kemampuan matematika yang dimiliki anak lain, secara umum anak masih bergantung pada orang tua atau guru dalam memahami pembelajaran yang diberikan guru. Jika dilihat pada anak usia 3-4 tahun yang ada di PG-TK Ar-Raudhah Pepelegi, mereka sudah memperlihatkan kemampuan yang dimilikinya mulai dari mengenal bilangan melalui jumlah benda sampai dengan anak mampu menyelesaikan tugas yang diberikan guru. Pada dasarnya dengan memberikan kesempatan kepada anak untuk mencari pengalaman secara langsung dapat menambah kemampuan matematika pada diri anak. Maka metode pembelajaran seperti apakah yang dilakukan di PG-TK Ar-Raudhah sehingga kemampuan matematika anak usia 3-4 tahun dapat berkembang dengan baik. Rumusan masalah penelitian ini adalah (1) Bagaimana kemampuan matematika anak usia 3-4 tahun PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) Bagaimana Implementasi metode Montessori dalam kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dan pengambilan data dilakukan dengan menggunakan metode observasi, wawancara, dan dokumentasi. Analisa yang digunakan yakni model Miles dan Huberman dimana dalam proses analisanya dimulai dari mereduksi data, kemudian menyajikan dan verifikasi. Teknik keabsahan data yang digunakan yakni metode triangulasi. Hasil penelitian menunjukkan bahwa implementasi metode Montessori dalam pembelajaran matematika khususnya di PG-TK Ar-Raudhah Pepelegi berkembang cukup bagus karena anak mulai mampu mengenal bilangan sampai dengan memahami konsep dan mampu menyelesaikan tugas yang diberikan guru dengan sedikit atau tanpa bantuan sama sekali, hal ini menunjukkan bahwa startegi guru dalam menerapkan metode montessori dalam meningkatkan kemampuan matematika yang dimiliki anak sudah mulai berkembang dengan baik. Begitu juga dengan implementasi yang telah dilaksanakan di lembaga PG-TK Ar-Raudhah Pepelegi sudah sesuai dengan tahapan yang ada pada metode Montessori mulai dari tahapan menunjukkan bilangan, tahapan mengenalkan dengan media pembelajaran kongkret sampai dengan tahapan mengingat kembali pembelajaran matematika yang sudah diberikan guru sebelumnya, sehingga anak dapat meningkatkan kemampuan matematika yang dimilikinya dengan baik. [This research is motivated by the mathematical ability of children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, with the mathematical abilities of other children, in general children still depend on their parents or teachers in understanding the learning given by the teacher. If you look at children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, they have shown their abilities ranging from recognizing numbers through the number of objects until the child is able to complete the tasks given by the teacher. Basically, by providing opportunities for children to seek direct experience, they can increase their mathematical abilities. So what kind of learning method is used in PG-TK Ar-Raudhah so that the mathematical abilities of children aged 3-4 years can develop well. The formulation of the research problem is (1) How is the mathematical ability of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) How is the implementation of the Montessori method in the mathematical abilities of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. This study used a qualitative approach and data collection was carried out using the methods of observation, interviews, and documentation. The analysis used is the Miles and Huberman model where the analysis process starts from reducing data, then presenting and verifying. The data validity technique used is the triangulation method. The results showed that the implementation of the Montessori method in learning mathematics, especially in PG-TK Ar-Raudhah Pepelegi developed quite well because children began to be able to recognize numbers to understand concepts and were able to complete tasks given by the teacher with little or no help, this shows that the teacher's strategy in applying the Montessori method in improving children's mathematical abilities has begun to develop well. Likewise, the implementation that has been carried out at the PG-TK Ar-Raudhah Pepelegi institution is in accordance with the stages in the Montessori method starting from the stage of showing numbers, the stage of introducing concrete learning media to the stage of recalling mathematics learning that has been given by the previous teacher, so that children can improve their mathematical abilities well.]

Language: English

Published: Surubaya, Indonesia, 2020

Abstract/Notes: Discipline is very important to be developed early on, while the definition of discipline itself is giving an understanding to which children should be obeyed and which should be avoided. Discipline also teaches children about making mistakes will certainly contain a number of consequences, for this reason the function of punishment in children's education. Discipline is a behavioral value that can be done by force and can be done voluntarily. This Montessori-based learning model can build discipline starting from getting children to tidy up their former food, washing dishes, being able to take responsibility for the assignments given by their teacher, which has been applied in kindergarten Awliya, Cirebon. This research uses descriptive qualitative method that seeks to provide background, unique characteristics. The data obtained through interviews, observation and documentation. The results showed that children in the Awliya Kindergarten in Cirebon City could build their discipline through a Montessori-based learning model. This habit is a rare beginning in building discipline in early childhood.

Language: Indonesian

ISSN: 2716-1641, 2716-0572