Abstract/Notes: Presented at AAAA/MANZ conference, September, 2003

Language: English

Abstract/Notes: American Education and Recreation Corporation (AERCO), a firm specializing in pre-school education and operating Montessori and nursery schools in...

Language: English

ISSN: 0746-956X

Abstract/Notes: Yıllardır, eğitimciler ve öğretmenler, her seviyedeki çocuğu eğitme adına en etkili öğretim yöntemini araştırmaktadırlar. Bu araştırmanın amacını, okulöncesi eğitim kurumlarına devam eden 4-5 yaş çocuklarına sayı kavramını kazandırmada Montessori Öğretim Yöntemi ve Geleneksel Öğretim yöntemlerinin etkinliğini karşılaştırmak oluşturmuştur. Bu amaçla, Selçuk Üniversitesi Mesleki Eğitim Fakültesi'ne bağlı İhsan Doğramacı Uygulama Anaokulu'na devam eden 4-5 yaş çocuklarına Montessori Öğretim Yöntemi ve Geleneksel Öğretim Yöntemi ile ?Sayı Kavramı? eğitimi verilerek, hangi yöntemin daha etkili olduğu araştırılmıştır. Araştırma deneysel olarak planlanmıştır. Çocuklardan 20 tanesi 4 yaş (10 tanesi deney grubu, 10 tanesi kontrol grubu) 20 tanesi de 5 yaş (10 tanesi deney grubu, 10 tanesi kontrol grubu) olmak üzere, toplam 40 çocuk çalışma grubunu oluşturmuştur. Araştırmanın başlangıç düzeyinde gerek deney, gerekse kontrol grubuna ön test uygulanarak her iki grubun birbirine denk olduğu sonucu elde edilmiştir. Başlangıç düzeyinin tespitinden sonra 6 haftalık bir süreçte deney grubuna Montessori Eğitim Yöntemine uygun eğitim verilirken, kontrol grubuna da Geleneksel Öğretim Yöntemi ile eğitim verilmiştir. Verilen her iki eğitimin sonunda gruplara son test uygulanmıştır. Verilerin analizinde SPSS programının 15.0 versiyonu kullanılmıştır. Analiz yöntemlerinden Mann-Whitney U testi yapılmıştır. Araştırma sonunda deney grubu ile kontrol grubu arasında deney grubu lehine anlamlı bir fark olduğu tespit edilmiştir. / For decades, researchers and teachers have investigated the most effective teaching methods in educating children at every levels. This study aims to compare the effectiveness of Montessori and Traditional Teaching Methods to make the pre-schoolers acquire mathematical concept. Therefore, the pre-schoolers attending Ihsan Dogramaci Practising Preschool under the title of Faculty of Vocational Education of Selcuk University are taught ?Mathematical Concept? via Montessori and Traditional Teaching Methods to investigate the effectiveness of them. The study is planned as an experimental one. The sample is 20 for 4 years old (10 for experimental and 10 for control groups) and 20 for 5 years old ((10 for experimental and 10 for control groups), totally 40. At the beginning of the research, 40 preschoolers are given pre-test to display the groups are equal to each other. Following pre-test, the experimental group is taught by Montessori while the control group is taught by Traditional Teaching Methods. Mann-Whitney U test Statistical under the title of Pogramming for Social Sciences SPSS 15.0 version is practised to analyze the data. At the end of the trainning, both of the groups are given post test to analyze the outcomes of the methods. At the end of the research, it shows that there is significant differences between experimental and control groups for experimental one.

Language: Turkish

Published: Konya, Turkey, 2008

Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the acquisition of sight words. The study took place in a public charter Montessori school located in the Midwest. The classroom had 25 students ranging from first through third grade. Researchers assessed the daily sight word practice of 8 first graders. The researchers also administered two surveys which were given to the students and families. Each student was assessed using flashcards on the first day of each week and they were then given a list of those five words each week. They were also assessed on the last day of the week using the same flashcards from the first assessment. After six weeks of new words assessed, the students were then measured on 14 of the sight words within sentences. Overall, there was a positive learning experience for all six weeks. The parent survey focused on their knowledge of sight words and how they work on reading and sight words at home. The study shows daily practice of sight words does in fact help with the acquisition. Many parents know what sight words are but would like to learn new strategies about how to teach sight words to their child. The effects of daily practice helps strengthen the students reading skills and help create fluency.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: Toddlers bundled up in snow clothes are adorable. How does one guide a toddler to dress appropriately? This action research project invited older children to spend five weeks assisting toddlers with learning how to put on snow clothes. An attendance and time log chronicled every day of the study. A checklist of progress with articles of clothing and levels of independence helped monitor the toddlers. Field notes and post-study feedback forms collected additional details. The quantitative and qualitative results showed an increase in independent dressing skills. Transition routines and visual schedules received attention in this study on independent dressing skills. This report contains resources for similar studies. In future studies, pairing toddlers with the same older child for every visit and increasing the number of older children are possible options.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This action research project studied the effects of introducing Spanish vocabulary words to a mixed-ages Montessori primary classroom on Spanish vocabulary acquisition and implementation. Spanish vocabulary words were presented in group lessons in half-hour intervals twice a week for four weeks using flashcards. There were three sets of cards –color, fruit, and grace and courtesy. Lessons were given in the Montessori three-period lesson format. Data collection tools provided data that supported successful results with a steady increase in Spanish vocabulary acquisition and implementation. At the conclusion of the study, future research could explore the use of real objects, using extensions to children who show greater interest in acquiring more words, and using songs to teach words. This study was able to provide strong evidence for the positive impact on Spanish vocabulary acquisition and implementation.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This action research assessed the effects of singing a song to learn language in a bilingual classroom. The research took place at a bilingual Hmong-English Montessori preschool program. 28 preschool-aged children participated in the research which was conducted over five weeks. Data sources included a parent questionnaire, vocabulary pre-test, vocabulary post-test with a follow-up conversation, daily observation logs, and tally sheet. The children were taught 16 Hmong vocabulary words with half the words sung to the tune of a common children’s song and the other half by simple reciting. The results from the vocabulary post-test showed that there was an increase in the children’s ability to recall Hmong vocabulary taught through the song and the follow-up conversation showed that the children enjoyed learning by singing. Further research could examine the continued use of singing vocabulary to common children’s songs and its effects on language learning in the long-term.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of this research study was to examine the effects of chapter book read alouds on young children’s comprehension in a Montessori setting. Children participated in discussion and a retell activity while I read a chapter book aloud during the lunch period over of three weeks. This helped me gather data on the effects of the children’s comprehension and understanding of the story over a period of time. Seven children between the ages of five and six years participated in this study. All of these children attend a private Montessori school in a midwestern metropolitan area and attend the school Monday through Friday until at least 3pm each day. Data showed that the discussion and activity implemented in the study assisted children in their understanding of the chapter book over a period of time, even though there were some inconsistencies in the data gathered. The action plan includes changes in times of day read alouds are implemented, changes in number of days read alouds are implemented, and emphasis on story sequencing when retelling a story.

Language: English

Published: St. Paul, Minnesota, 2021

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections