Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Through this paper, the authors describe the challenge of interpreting and teaching digital citizenship in the classroom. They present digital citizenship as a concept that features a range of applications influenced by teacher and student traits. They begin with an explanation of the advent of digital/screen technology, and describe it as a corporately sanctioned addictive presence. They review the concepts of, Spirituality and digital citizenship, before introducing critical compassion as an additional dimension for understanding digital citizenship and the conditions that influence it. The authors describe a model that depicts critical compassion’s relationship to digital citizenship and offers as a basis for strategies that concern teacher training, instructional practice, and professional direction.

Language: English

DOI: 10.1080/1364436X.2020.1797641

ISSN: 1364-436X

Abstract/Notes: Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

Language: English

DOI: 10.15642/ijet2.2019.8.2.26-37

ISSN: 2548-6497

Abstract/Notes: Montessori approach is mostly used in the kindergarten and elementary school, especially in Indonesia. To explore the approach in the higher level of education, the research took place in a private Montessori Junior High School in Yogyakarta, Indonesia. This study is intended to investigate the students’ perceptions on the implementation of Montessori approach to improve their vocabulary due to the fact that vocabulary is central to language learning. The research participants are students in grades seven and eight. There were three research instruments in this study, namely observations, questionnaire, and Focus Group Discussion (FGD). Three different research instruments were used to make sure that the data obtained was valid. The researchers crosschecked the results from each instrument to triangulate data consistency. Based on the findings, the students have positive perceptions on the implementation of Montessori approach for vocabulary learning. The implementation of Montessori approach promotes its unique learning activities, teacher’s personal guidance, and students’ learning awareness, internal motivation, and interest. The students perceived that the implementation of Montessori approach can improve their vocabulary.

Language: English

ISSN: 2503-4405

Abstract/Notes: A general rethinking of the school system is underway. Today, the purpose of school is to prepare students for rapid change and the complexity of reality so that they are not overwhelmed. Executive cognitive functions have been shown to be fundamental to this purpose, specifically thoughtful planning of an idea, reflexivity, systematic approach to a task/problem, and the ability to stay focused. These are the skills that tomorrow's leaders will need (Diamond and Lee, 2011). But what theoretical and instructional models exist that aim to develop the cognitive skills necessary to succeed in school and in life? How and to what extent are the pedagogical principles of these models reflected in the organization of the physical learning space? This paper aims to trace some of the methods that promote the development of executive cognitive skills and examine how they organize the learning space.   Ambienti di apprendimento che potenziano il funzionamento cognitivo degli studenti. È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti e alla complessità del reale in modo che non ne siano travolti. Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un’idea, la riflessività, la sistematicità nell’affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond & Lee, 2011). Ma quali sono i modelli teorici e didattici che si propongono di sviluppare le competenze cognitive necessarie per avere successo a scuola e nella vita? Come e in che misura i principi educativi di questi modelli si riflettono sull’organizzazione dello spazio fisico di apprendimento? Questo contributo si propone di ripercorrere alcuni tra i metodi che favoriscono lo sviluppo di competenze cognitive di tipo esecutivo e di indagare come organizzano lo spazio formativo.

Language: Italian

DOI: 10.36253/form-12606

ISSN: 1825-7321

Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.

Language: English

DOI: 10.1002/CL2.152

ISSN: 1891-1803

Abstract/Notes: The objective of this study is to investigate the Montessori teaching method to improve students’ interest, and to create outstanding young children who are independent, discipline, responsible, and creative by providing a type of learning system called Montessori. It is the learning approach types that provides attractive set of educational as materials and books, creative teachers and supporting environment. The investigation used the qualitative and observational methods. The sample for the study comprised 20 kindergarten pupils from Gifted Kids Montessori School located in Pontianak. The instruments that the writer used for collecting data were questionnaires, interviews, and the observations. Based on the study the writer concluded that kids (under age six) have intern desire to learn and explore, with the help of parent, peers way and environment which supporting they can achieve quality of learning well. This study offers suggestion to future researchers on alternative learning methods, especially for the parents of very young children. The findings of this research could be used as a model for learning other subjects.  Keywords:  Montessori, Learning, Teaching, Sensory

Language: English

ISSN: 2656-0518

Language: English

ISSN: 0003-1003, 2326-9618

Language: English

ISSN: 1071-6246