Language: English

DOI: 10.1086/459141

ISSN: 0013-5984

Abstract/Notes: We investigated the role of three beliefs in predicting teachers’ motivating style toward students—namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism–individualism as a predictor of individual teachers’ motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism–individualism. All three teacher beliefs explained independent and substantial variance in teachers’ self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism–individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers’ motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs—namely, normalcy.

Language: English

DOI: 10.1007/s11031-013-9367-0

ISSN: 1573-6644

Abstract/Notes: This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.

Language: English

DOI: 10.1017/jie.2019.10

ISSN: 1326-0111, 2049-7784

Abstract/Notes: The purpose of this study was to investigate the Montessori teaching and learning environment and suggestion at Boonyasombat Witthaya School, Sawi District, Chumphon Province. The population for the study comprised 34 school personnel, including school administrators, teachers, and assistant teachers. A research instrument was a questionnaire with the reliability of .971. Statistics used in data analysis consisted of percentage, mean,and standard deviation.The findings revealed that the research participants’ comprehension level towards the Montessori teaching and learning environment was at a moderate level in all aspects. When considering each aspect, the results demonstrated that almost all aspects were rated at the highest level. Ranked in descending order by mean of each aspect, the comprehension level results reported as follows: at a moderate level in all aspects. When considering each aspect, the results demonstrated that almost all aspects were rated at the highest level. Ranked in descending order by mean of each aspect, the comprehension level results reported as follows: 1) roles of teachers in Montessori education, 2) learning techniques, 3) Montessori teaching principles, 4) instructional media for language development, and 5) basic knowledge of Montessori approach respectively.

Language: Thai

ISSN: 2697-4487, 2586-8462

Abstract/Notes: This article presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts, that is; ways of speaking about teaching and learning within particular school micro-cultures. The focal teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. This article describes the teachers' experiences of and responses to contradicting scripts. Findings suggest that teaching is contextualized in particular school micro-cultures and that school scripts present contradictions that have the potential to be both indoctrinating and transformative forces for teacher preparation and professional growth.

Language: English

DOI: 10.1016/j.tate.2008.11.007

ISSN: 0742-051X, 1879-2480

Abstract/Notes: One of the issues which attracted the attention of language testers in the 1990s was the impact of high-stakes tests on the classroom: what kind of influence did such tests have on teaching and learning and what could educators do to ensure that this was beneficial rather than harmful? Some progress was made in defining notions such as ‘impact’ and ‘washback’, and a number of studies appeared which analysed the relationship between tests and teachers’ and learners’ attitudes and behaviour. There was a growing awareness of the importance of factors other than test design in determining whether tests would have the impact that was desired. These factors also appear in the literature of educational innovation, and it is to this field that some testers turned for guidance on whether test impact could be predicted or controlled. This paper summarises what language testers have learned about test impact in the last decade and discusses what one model of educational innovation has revealed about how tests interact with other factors in the testing situation. It concludes with a set of recommendations about the steps future test developers might take in order to assess the amount of risk involved in attempting to create change through testing.

Language: English

DOI: 10.1016/S0346-251X(00)00035-X

ISSN: 0346-251X, 1879-3282

Language: English

DOI: 10.1002/sce.3730750204

ISSN: 1098-237X

Abstract/Notes: Montessori method arrived in China at the time when Chinese scholars wanted to established Chinese version kindergartens with modern and scienti c teaching method and tools. rough translation and expert coming to China, Chinese scholars introduced Montessori thought into China. However, the study on Montessori method only stopped at the step of translating Montessori’s theory and trying to reshape the didactic materials. In spite of two short-lived success examples in the 1920s and 1930s, it was never large-scale applied in China. Except the expensive of the didactic tools, lacking spokesman and teachers were the main reason for the failure of the method.

Language: English

DOI: 10.20952/revtee.v11i26.9011

ISSN: 2358-1425

Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.

Language: English

DOI: 10.36260/rbr.v10i11.1527

ISSN: 2256-1536

Abstract/Notes: The purpose of this research is to investigate the impact of the Montessori approach on the IQ of 5-year old children. To do this, a sample of 80 5-year old children (40 children from the traditional kindergartens and 40 ones from a Montessori-regulated kindergarten) were randomly selected from different kindergartens in Shiraz, Iran, based on a simple random selection (for Montessori system) and a multi-stage selection (for the traditional system). Raven's Coloured Progressive Matrices (RMP) test was used to measure participants’ IQ levels. Then Vineland Social Maturity scale was used. The data collected for testing hypotheses was then analyzed using the independent-samples t-test on dependent samples. Results showed that the IQ and the level of the 5-year old children educated through the Montessori approach was substantially higher than that of the children educated based on the traditional approach. The study suggested that education system (Montessori or traditional) had affected the children's IQ and social maturity growth level.

Language: English

DOI: 10.1016/j.sbspro.2015.09.037

ISSN: 1877-0428