Language: English

Abstract/Notes: The purpose of this research project was to study how Physical Activity (PA) can impact behaviors in a classroom setting. This study implemented PAs from the MNRI program to determine its impact on students’ on- and off-task behaviors. The study took place in a public Montessori school located in a medium-sized upper Midwestern city. There was a total of 16 children in the classroom and the grade levels included both first and second grade students, ranging from ages six to eight years old. Over the span of the six-week study (only Mondays, Tuesdays, Thursdays, and Fridays were days of observations due to COVID-19), students’ on- and off-task behaviors were observed. A combination of both quantitative and qualitative data was collected, and the results of the study showed that MNRI PA does aid in student behavior in a lower elementary Montessori classroom. The effects on the activities showed that there was an increase in on-task behaviors and a decrease in off-task behaviors post-intervention beginning the second week of intervention. This study also includes extensive descriptions of the MNRI archetypes and illustrations of the infant reflexes made available by permission from Dr. Masgutova.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: The purpose of the present quasi-experimental mixed-methods study was to examine the effects of an Intercultural Competence Intervention with Self-Regulatory Prompts (ICI-SRP) on elementary students’ development of intercultural knowledge, skills, and attitudes, and their self-efficacy beliefs in self-regulating their intercultural learning, and to investigate the ways in which self-regulatory prompts (SRP) influence elementary students’ activation of self-regulatory strategies in intercultural learning. Twenty (N=20) Montessori elementary students from two Montessori schools participated in four sessions of an intercultural exercise, in which only the experimental group were given SRP. It was hypothesized that the experimental group’s use of SRP would further enhance the participants’ development of intercultural knowledge, skills, and attitudes and their self-efficacy beliefs in self-regulating their intercultural learning. Quantitative data collected from the ICI-SRP survey was analyzed by conducting a univariate analysis of covariance (ANCOVA) for each of its four subscales and was used to examine the effects of SRP on the students’ development of intercultural competence (IC) and self-efficacy beliefs in self-regulating intercultural learning. Qualitative data collected from focus groups was analyzed using the constant comparative method to shed light on the ways in which SRP influence the students’ activation of self-regulatory strategies in intercultural learning. Results from the ANCOVA did not support the hypothesis, as they showed non-statistically significant differences between the development of intercultural knowledge, skills, and attitudes, and the self-efficacy beliefs in self-regulating intercultural learning in both groups. Results from the ANCOVA showed numerical increases in intercultural knowledge, skills, and attitudes in both groups, and numerical decreases in the self-efficacy beliefs in self-regulating intercultural learning in both groups. Findings from the analysis of the focus group data were mostly aligned with the data from the ANCOVA. Data from the focus groups shed light on different types of IC knowledge, skills, and attitudes, and different types of planning and monitoring applied by participants of both groups. The overall findings of the present study suggest that it is likely for elementary aged students to develop IC through intercultural exercises, and that SRP may support that development under certain conditions. The findings of the study may contribute to the development of elementary students’ intercultural learning methods and tools.

Language: English

Published: Fairfax, Virginia, 2022

Abstract/Notes: This paper examines the challenges facing the public school system as it attempts to live up to the promise to provide a “free appropriate public education” to all of its students. The funding mechanism for public schools, with its reliance on community funding, lends itself to inequities. The lack of an effective response to the rising challenge of mental health issues, the unwillingness to respond to the changing skill demands of the workforce by revising curriculum and the ineffectiveness of efforts to close the achievement gap have all led the public to question whether or not they are receiving an “appropriate” education. The response increasingly has been to look for a better educational alternative elsewhere, in charter schools. The effect of charter schools overall has been to weaken public schools’ abilities to provide a quality education for each and every student. An analysis of each of these challenges and possible responses will provide a possible road map for traditional public education to do a better job of living up to its mandate, to “promote the general welfare”.

Language: English

Published: River Falls, Wisconsin, 2020

Abstract/Notes: In this research ıt has been analyzed the effects of montessori method on creative thinking of students. These researches are experimental. Pre-test, final-test control group methods and experimental design have been used. Within these research the experimental group have used the Montessori method, the control group have used the National Education Ministry's own method. In this research to gather data they have used Torrence creative thinking survey. As a result; the Montessori education approach has a positive effect on students creative skills. / Bu araştırmada öğrencilerin yaratıcı düşünme becerilerinde Montessori yönteminin etkisi incelenmiştir. Araştırma deneysel bir çalışma olup ön test son test kontrol gruplu deneysel desen kullanılmıştır. Çalışmada deney grubunda Montessori yöntemi, kontrol grubunda Milli Eğitim Bakanlığı?nın halihazırdaki programı kullanılmıştır. Çalışmada veri toplama aracı olarak, Torrance yaratıcı düşünme anketi kullanılmıştır.

Language: Turkish

Published: Zonguldak, Turkey, 2012

Abstract/Notes: Bu araştırmada, Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerin yaratıcı düşünme becerilerini incelemek amacıyla hazırlanmıştır. Çalışmada, nicel araştırma yöntemlerinden olan betimsel ve ilişkisel tarama desenleri kullanılmıştır. Bu araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı güz döneminde İzmir ilinde Montessori eğitimini uyguladığını duyuran herhangi bir anaokulu ile Muş ilinde MEB OÖEP'yi uyguladığını duyuran herhangi bir özel okulun anasınıfında eğitim gören toplam 40 öğrenci oluşmaktadır. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırma verileri, Aslan (1999) tarafından Türkçeye uyarlanan "Torrance Yaratıcı Düşünce Testi" ve araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu" kullanılarak elde edilmiştir. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Sperman Sıra Farkları Korelasyon Analizi uygulanmıştır. Montessori eğitimi uygulanan öğrencilerin TYDT toplam yaratıcılık puanları MEB OÖEP uygulanan öğrencilerin TYDT toplam yaratıcılık puanlarından anlamlı düzeyde yüksektir. Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerinin toplam yaratıcılık puanları arasında önemli ölçüde ilişki vardır. Montessori eğitimi uygulanan öğrencilerin yaratıcı düşünme becerilerinden akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratıcılık puanları, MEB OÖEP uygulanan öğrencilerin akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratcılık puanlarından anlamlı düzeyde yüksektir. Erken kapamaya direnç alt becerilerinde ise her iki eğitimi de olan öğrencilerin bulguları benzer çıkmıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori eğitimi'nin okul öncesi öğrencilerinin yaratıcı düşünme becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme becerilerine göre daha etkili olduğudur. / In this study, it was prepared to examine the creative thinking skills of preschool students who were applied Montessori education and MEB OÖEP. Descriptive and relational scanning patterns, which are among the quantitative research methods, were used in the study. The study group of this study consists of a total of 40 students studying in the kindergarten of any kindergarten in the province of İzmir that announced that they have implemented Montessori education in the fall semester of the 2020-2021 academic year and any private school in the province of Muş that announced that they have implemented the MEB OÖEP. While creating the study group of the research, the age variable was taken into consideration and the groups were equalized. The research data were obtained using the "Torrance Creative Thinking Test" adapted into Turkish by Aslan (1999) and the "Personal Information Form" developed by the researcher. In the analysis of the data obtained in the research; Mann Witney U Test and Sperman Rank Difference Correlation Analysis were applied. The total creativity scores of the students who are applied Montessori education are significantly higher than the TTCT total creativity scores of the students who are applied to MEB OÖEP. There is a significant relationship between the Montessori education and the total creativity scores of pre-school students who are applied MEB OÖEP. Fluency, originality, abstractness of the titles and enrichment sub-skills among the creative thinking skills of the students who were applied Montessori education, the total creativity scores, the fluency, originality, the abstraction of the titles and the enrichment sub-skills of the students who were applied MEB OÖEP were significantly higher than the total creativity scores. In the sub-skills of resistance to early closure, the findings of the students with both education were similar. The general conclusion reached in line with the results obtained is that Montessori education contributes positively to the creative thinking skills of preschool students and is more effective than the fluency, originality, abstractness of the titles and enrichment skills compared to the Ministry of National Education Preschool Education Program.

Language: Turkish

Published: Samsun, Turkey, 2021

Abstract/Notes: Okul öncesi dönemdeki çocukların gelişimi ve istenilen düzeyde ilerleme kaydedilmesi, devam ettikleri okullarda almış oldukları eğitim hizmetinin niteliği ile yakından ilişkilidir. Çocukların, diğer yetişkinler gibi yaşamlarını bağımsız olarak sürdürebilmeleri için günlük yaşamdaki bazı davranışları öğrenmeleri gerekir. Yetişkin bireyler bilinçli bir şekilde, kararlı ve istekli kararlar vererek öğrenirler. Çocukların gelişimlerinde sağlam temeller oluşturmak için etkili öğretim yaklaşımı seçiminin, fiziksel ortam seçiminin, materyallerle öğretimin önemli bir yeri ve eğitici bir etkisi vardır. Montessori ile Fen, Teknoloji, Mühendislik ve Matematik (STEM) eğitim yaklaşımlarının okul öncesi eğitim programında ne derece uygulanabileceğini, benzer ve farklı yönlerini öğretmen görüşleri ile belirlemektir. Çalışma grubunu 2016-2017 eğitim öğretim yılında Batman ilinde bulunan Milli Eğitim Bakanlığı bünyesinde ki bağımsız anaokulları ile ilk ve orta dereceli okullar bünyesinde yer alan ana sınıflarında eğitim öğretim veren 14 okul öncesi öğretmeni oluşturmaktadır. Araştırma nitel desenlenmiş olup, veri toplama yöntemi olarak yarı yapılandırılmış görüşme tekniği kullanılmış, “içerik analizi” yapılmıştır. Elde edilen bulgulara göre, okul öncesi öğretmenleri, Montessori eğitim yöntemini bilmekte ancak STEM eğitim yaklaşımından ilk defa bu araştırma sayesinde haberdar olmuşlardır. Her iki yöntem için de ortaya çıkan en önemli eksiklikler; çocuklar için önceden hazırlanmış bir çevrenin olmayışı buna bağlı olarak kendi kendini geliştirebileceği şekilde hareket ve faaliyet özgürlüğü imkanının bulunmayışı aynı zamanda okulun fiziki yapısının da çocukların gelişimini engellediği ifade edilmiştir. Çocukların bireysel ilgi ve eğilimlerine göre bağımsız olarak seçip çalışabilecekleri materyallerin bulunmayışı nitelikli eğitim almaları önündeki engellerdir. Genel bir değerlendirme yapıldığında v öğretmenlerin araştırmaya ilgi gösterdiği ve yeni yaklaşımlarla ilgili fikirlerinin olumlu yönde değiştiği sonucuna ulaşılmıştır. / The development of the children in the pre-school period and progress at the desired level are closely related to the quality of the education they have received in the schools they attend. Children, like other adults, need to learn some behaviors in everyday life so that they can survive independently. Adult individuals learn consciously by making resolute and willing decisions. The choice of effective teaching approach, the choice of physical environment, an important place to teach materials, and educational effects are important for building solid foundations in children's development. Montessori teaches the extent to which science, technology, engineering and mathematics (STEM) curricula can be applied in pre-school education programs. The working group constitutes 14 pre-school teachers who provide education in independent kindergartens within the Ministry of National Education in the province of Batman in 2016-2017 educational year and primary classes in primary and secondary schools. The research was qualitatively designed. The semi-structured interview technique was used as the data collection method and "content analysis" was performed. According to the findings, pre-school teachers know Montessori education method but they became aware of STEM education approach for the first time thanks to this research. The most important shortcomings of both methods are; it is stated that the absence of a pre-prepared environment for children, the possibility of freedom and activity in such a way that it can develop itself and at the same time the physical structure of the school prevents the development of children. The lack of materials that children can choose and work independently of their individual interests and tendencies are a barrier to qualified education. When a general evaluation is made, it has been reached that the teachers have shown interest in the research and their ideas about the new approaches changed positively.

Language: Turkish

Published: Kastamonu, Turkey, 2018

Abstract/Notes: The author of the article presents a fragment of her own research on selected aspects of Marita Montessori's pedagogy. Surveys conducted among students and post-graduates provided information on the knowledge of the Montessori Method and the assumptions of her concepts, principles, ways of working in the Montessori system. It was determined whether the participants in the study know what the objectives are and have the knowledge of the content and methods of education and training in the Montessori system as well as to what extent they know the developmental material used in working with preschoolers. The most valuable is the material containing the assessment of the possibility of introducing the concept into Polish kindergartens. The collected research output allowed us to formulate postulates which, among other things, concern taking further actions in order to promote the aforementioned concept. / Autorka artykułu przedstawia fragment badań własnych dotyczących wybranych aspektów Pedagogiki Marii Montessori. Przeprowadzone badania sondażowe wśród studentów i słuchaczy studiów podyplomowych dostarczyły odpowiedzi na temat znajomości Montessori i założeń jej koncepcji, zasad, sposobów pracy w systemie montessoriańskim. Ustalono, czy uczestniczące w badaniu wiedzą jakie są cele, treści oraz metody wychowania i kształcenia w systemie pedagogicznym Montessori oraz w jakim zakresie znają materiał rozwojowy stosowany w pracy z dzieckiem w wieku przedszkolnym. Najcenniejsze są treści zawierające ocenę możliwości zastosowania koncepcji w polskich przedszkolach we współczesności. Zebrany materiał badawczy pozwolił na sformułowanie postulatów, które m.in. dotyczą podjęcia dalszych działań w celu propagowania wspomnianej koncepcji.

Language: Polish

ISSN: 2353-7426

Language: English

Abstract/Notes: The purpose of this research was to determine the impact of individual, weekly work conferences on students' levels of intrinsic motivation, work engagement, and enthusiasm for learning. The study was conducted with 28 fourth through sixth graders in a mixedage, public Montessori classroom. Data was collected as notes during teacher observations, conversations with students, and during the work conferences themselves. Accountability and relational support increased through student-teacher dialogue about work. These two factors improved the overall student productivity, enthusiasm, and organization, as well as the work culture of the classroom. The conferences helped the students become more conscious of the nature of their learning, and they helped the teacher obtain a deeper understanding of students. This benefitted lesson planning and teacher engagement in classroom processes. Further research could be conducted to investigate, with more depth, the impact of work conferences on student self-efficacy beliefs, the use of written self-evaluation tools, and the use of portfolios to catalogue and present work.

Language: English

Published: St. Paul, Minnesota, 2016