Language: English

Abstract/Notes: Globally, nearly two-thirds of people with dementia reside in low- and middle-income countries (LMICs), yet research on how to support people with dementia in LMIC settings is sparse, particularly regarding the management of behavioural and psychological symptoms of dementia. Understanding how best to manage these symptoms of dementia with non-specialist approaches in LMICs is critical. One such approach is a non-pharmacological intervention based on the Montessori method. To evaluate the feasibility and acceptability of a culturally adapted, group-based Montessori intervention for care home residents with dementia and their study partners, who were paid care workers in Pakistan. This was a two-stage study: a cultural adaptation of the Montessori intervention and a single-arm, open-label, feasibility and acceptability study of 12 participant dyads. Feasibility and tolerability of the intervention and study procedures were determined through the recruitment rate, adherence to the protocol and acceptance of the intervention. Qualitative interviews were undertaken with the study partners. A pre–post exploratory analysis of ratings of behavioural and psychological symptoms of dementia, functional ability and quality of life were also conducted. The recruitment and retention rates of people with dementia were acceptable, and the intervention was well tolerated by participant dyads. Findings show a reduction in agitation levels and improvement in mood and interest for the activities. Feasibility studies of low-cost, easy-to-deliver and culturally adapted interventions are essential in laying the groundwork for subsequent definitive effectiveness and/or implementation trials for dementia in LMICs, where awareness and resources for dementia are limited.

Language: English

DOI: 10.1192/bjo.2020.49

ISSN: 2056-4724

Abstract/Notes: This is the final report of the Ancona Montessori Research Project for Culturally Disadvantaged Children begun in 1965 to investigate the effects of a modified Montessori program for disadvantaged children in the preschool and early elementary years. This report deals with the academic year 1969-1970, in which 29 disadvantaged children and a comparable group of 29 middle class children are the central focus of study. In addition, there is a followup on the school careers of disadvantaged children who attended Ancona at one time. A number of hypotheses about the potential effects of the project on the children's cognitive, social development are studied. Part I of the report deals with findings relative to the nursery school children, and includes a discussion of data from three measures of intellectual development (Stanford Binet, WPPSI and Merrill-Palmer) and from tester and teacher ratings of school-related behaviors and attitudes and social interaction. Part II details findings on the elementary school children and followup data on children who attended Ancona in previous years but are now elementary school students in other schools. In addition, data regarding children whose families have had long term involvement in the school is discussed. The appendix includes Ancona school Head Start program ratings of behavior during individual intelligence testing. (MS)

Language: English

Published: Washington, D.C., Aug 31, 1970

Abstract/Notes: This paper, part of a long term study, reports the effect of a modified Montessori preschool experience on cognitive development, school-related behaviors, and social interactions and perceptions of disadvantaged children. Each of thirty-five disadvantaged Negro children (31 in nursery classes and 4 in elementary classes) was pair-matched with a middle class child. In the disadvantaged group, 17 children were attending nursery classes for the first time. Pre- and posttests were made of cognitive ability, on the Stanford-Binet, Piaget tests of length conservation, and sociometric features. Also, children were rated by testers on performance and by teachers rated classroom behaviors. Data from previous years on some of the children were used in reference to long term change. Part I (nursery school) test results show that neither first nor second-year children significantly increased their I.Q. scores. Both disadvantaged and middle class children scored similarly on task orientation. Middle class children showed more friendship choices forming across social-class lines. Part II (elementary school) results present limited support for the theory that children who continue in Montessori, rather than public, school will show better school achievement. Data included school records of more than 30 children. A future study will investigate diffusion effects on mothers and younger siblings, and testing with measures more directly relevant to Montessori curriculum. (NH)

Language: English

Published: Washington, D.C., Aug 31, 1969

Abstract/Notes: The rapid pace of changes faced by todays young people calls for pedagogical practices that equip them not only with knowledge but also with the ability to think effectively, flexibly, and independently. This process rely on performance monitoring, a fundamental function of learning. When individuals notice something unexpected, such as an error, they tend to pause. In learning from this discrepant event, they adapt their behavior accordingly. Although performance monitoring is essential for academic learning and improves throughout childhood, its susceptibility to educational influences has not been studied. Pedagogical traditions differ on how they teach children to learn from feedback and errors. Traditional education provides children from one age group with opportunities to engage in work, and then to learn about and correct their performance later based on a teachers feedback and evaluation. By contrast, Montessori education focuses on supporting children in self-correcting in real time. It utilizes specialized materials that encourage childrens self-discovery of relevant concepts, and multi-age classes in which children discuss answers as they work. Here, we compared performance monitoring in children aged 4-15 years attending traditional or Montessori classes. Our multimodal approach (behavior, EEG, and MRI) revealed that 1) cortical regions related to performance monitoring un- dergo significant changes between the ages of 5 and 13 years; 2) children of that age do not process errors as adults do, and 3) pedagogical practices modulate both be- havior and neural responses. More specifically, the behavioral, morphometric and EEG neural data reveal significant differences in how students notice and react to errors, and in how they self-correct. fMRI analyses reveal difference in brain net- work connectivity between students from the two groups, and suggest differences in error correction strategies. Finally, higher academic performances were not at- tributable to higher executive functions, but rather differences in creativity abilities. Our work suggests that how students learn from errors reflects childhood schooling experience. Performance monitoring styles are also likely associated with youths cognitive flexibility more broadly, influencing how they react to novel or unex- pected outcomes. [Au vu du rythme effréné des changements auxquels sont confrontés les jeunes, il est essentiel que les pratiques pédagogiques ne se concentrent pas uniquement sur la transmission de connaissances, mais également sur leur capacité dapprendre de manière efficace, flexible et indépendante. L’élément central à cette entreprise est de favoriser une approche autodirigée et orientée sur les processus, dans laque- lle les élèves développent la capacité d’apprendre de leurs erreurs. Ce processus est appelé la gestion de la performance. Bien que la gestion de la performance soit essentielle aux apprentissages scolaires et se développe durant l’enfance, sa sus- ceptibilité aux influences pédagogiques n’a pas encore été étudiée. Ici, nous avons comparé la gestion de la performance chez des enfants âgés de 4 à 15 ans, issus de classes traditionnelles ou Montessori. Alors que les pratiques pédagogiques traditionnelles mettent l’accent sur le fait que les élèves apprennent à partir des commentaires des enseignants, les pratiques pédagogiques Montessori encouragent les élèves à travailler de manière autonome avec du matériel spéciale- ment conçu pour permettre de faire et dapprendre de leurs erreurs. Notre approche multimodale (comportement, EEG, IRM) nous a permis de dévoiler que 1) les ré- gions corticales liées à la gestion de la performance subissent des changements im- portants entre 5 et 13 ans; 2) les enfants de cet âge ne traitent pas l'erreur de la même manière que les adultes, et que 3) les pratiques pédagogiques modulent à la fois le comportement et les réponses cérébrales. Ce travail constitue une première étape connectant la recherche sur la gestion de la performance avec l’émergence des habitudes mentales chez les enfants dans leurs environnements scolaires, avec des implications directes pour la recherche en développement, les professionnels de l’enfance, et les politiques.]

Language: English

Published: Lausanne, Switzerland, 2020

Language: English

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Abstract/Notes: How to combine experience and learning in a school or a university? How do new pedagogies get created? Who creates them, and why? The history of education is full of creative educators who integrated experience and education in new ways. By comparing a few of these cases it is possible to uncover some underlying characteristics of this practice. This is the goal of this study: to identify common, fundamental elements in the practice of integrating experience and education that transcend any particular pedagogy. The study selects six cases: three historical educators of children: John Dewey (U.S.), Maria Montessori (Italy), and Rabindranath Tagore (India); and three contemporary educators of managers and leaders: Ronald Heifetz (U.S.), Marshall Ganz (U.S.), and Henry Mintzberg (Canada). The data is collected from archival sources, direct observation and interviews. It focuses on their pedagogical creations and some biographical facts. Following a constructivist grounded theory approach (Charmaz, 2006) the collected data is re-selected, coded, and organized according to common categories.A set of principles and practices on how to integrate experience and education emerged from this study. First: the sources of educative experiences: connecting with nature, service to society, community life, personal relationships, and discovering oneself. Second: the principles of educative experiences: educating for and in the present; embracing real life in real context; integrating content, method, and practice; educating in the 'whole game;' and combining head, heart, and hands. Third: the attributes of experiential learners: doing first, courageous, explorer, appreciative, reflective, and autonomous. And fourth: the tasks of creating pedagogies: designing learning experiences, establishing a laboratory of pedagogy, integrating everything into a culture, training other educators, leading a pedagogical movement, and writing about pedagogy and education. The findings contribute to the literature on experience and education by offering a set of principles and practices about pedagogical creation and development. These can help educators, schools, and universities to promote pedagogical innovation. Business schools can also use these findings to foster pedagogical experimentation and help bring their teaching methods closer to the actual practice of managers and leaders. / Comment allier l'expérience et l'apprentissage dans une école ou une université? Comment les nouvelles pédagogies voient-elles le jour? Qui les crée et pourquoi? L'histoire de l'éducation est riche de pédagogues créatifs qui intègrent l'expérience et l'éducation de façon créative. La comparaison de quelques cas permet de révéler des caractéristiques sous-jacentes de cette pratique. L'objectif de la présente étude est de recenser les éléments communs et fondamentaux de la pratique d'intégration de l'expérience et de l'éducation qui transcendent toute pédagogie. L'étude porte sur six cas : trois pédagogues historiques centrés sur l'enfant : John Dewey (É.-U.), Maria Montessori (Italie) et Rabindranath Tagore (Inde); et trois pédagogues contemporains en gestion et en leadership : Ronald Heifetz (É.-U.), Marshall Ganz (É.-U.) et Henry Mintzberg (Canada). Les données proviennent de sources d'archives, d'observation directe et d'entrevues. L'accent est mis sur la création pédagogique et sur des données biographiques. Suivant une approche de la théorisation ancrée constructiviste (Charmaz, 2006), les données recueillies sont sélectionnées de nouveau, codées et classées en catégories communes.Un ensemble de principes et de pratiques sur la façon d'intégrer l'expérience et l'éducation est ressorti de la présente étude. Premièrement, les sources des expériences éducatives : le lien avec la nature, le service à la société, la vie communautaire, les relations personnelles et la découverte de soi. Deuxièmement, les principes des expériences éducatives : l'éducation pour le présent et dans le présent; l'adhésion à la vraie vie dans un contexte authentique; l'intégration du contenu, de la méthode et de la pratique; l'éducation dans « l'ensemble du jeu » et la combinaison du cœur, de la tête et des mains. Troisièmement, les attributs de l'apprenant expérientiel : personne d'action, courageux, explorateur, reconnaissant, réfléchi et autonome. Et quatrièmement, les tâches de la création de pédagogies : la conception d'expériences d'apprentissage, la mise en place d'un laboratoire pédagogique, l'intégration de tout à une culture, la formation d'autres pédagogues, la direction d'un mouvement pédagogique et la rédaction sur la pédagogie. Les constatations apportent une contribution à la documentation sur l'expérience et l'éducation en établissant un ensemble de principes et de pratiques sur la création et le développement en matière de pédagogie. Cet ensemble de principes et de pratiques peut aider les pédagogues, les écoles et les universités à inspirer et à soutenir l'innovation pédagogique. Les écoles de gestion peuvent également mettre à profit ces constatations pour favoriser l'expérimentation pédagogique et rapprocher leurs méthodes d'enseignement de la pratique actuelle des gestionnaires et des leaders.

Language: English

Published: Montreal, 2018