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Article
Montessori for Adult Learners
Publication: The National Montessori Reporter, vol. 18, no. 1
Date: 1994
Pages: 8–9
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Language: English
Article
Montessori: A Promising Practice for Young Learners with Autism Spectrum Disorder
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 4
Date: Winter 2020
Pages: 38-47
Autism in children, Children with disabilities, Inclusive education
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Abstract/Notes: The National Center for Montessori in the Public Sector (n.d.) estimates that 5,000 Montessori programs, including more than 500 public schools, serve students in the United States. Though no statistics have been compiled on the number of children with autism in Montessori settings, children with autism comprise 9% of children and youth served through the Individuals with Disabilities Education Act (The United States Department of Education, National Center for Education Statistics, 2016). [...]the Centers for Disease Control and Prevention (2014) states that the number of children with autism spectrum disorder (ASD) is increasing. Research comparing preschool-age children in Montessori learning environments with children in nonMontessori settings showed higher scores on math and literacy assessments for the Montessori children, as well as social skills, problem solving, and fine motor coordination (Lillard, 2012; Bhatia, Davis & Shamas-Brandt, 2015).
Language: English
ISSN: 1054-0040
Article
The Transformation of the Adult Learner
Available from: ProQuest
Publication: Montessori Life, vol. 30, no. 4
Date: Winter 2019
Pages: 22-23
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Abstract/Notes: Transformation of the Adult is an essential outcome of the teacher education course, with an emphasis on spiritual preparation, service to humanity and the attitudes and dispositions inherent in the philosophy (2018, p. 187). HILARY GREEN is the director of the Institute for Advanced Montessori Studies, in Silver Spring, MD. She serves as chair of the Teacher Educators Section of the AMS Board of Directors. References American Montessori Society Teacher Education Action Commission and American Montessori Society Board of Directors.
Language: English
ISSN: 1054-0040
Book Section
Teachers' Ways of Living and Being: Teachers as Reflective Lifelong Learners of Harmonious Living
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 179-199
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter emphasises the importance of teachers consciously trying to live together harmoniously for themselves as opposed to merely modelling behaviours. It highlights the teachers’ intrinsic commitment to pursuing Learning To Live Together Harmoniously both for themselves and for their students. It encourages questioning if schools need to be just learning centres for children or if they can be restructured as learning spaces for everyone, spaces for community living, and spaces for experimenting with different ways of living and being. It exemplifies some of these alternatives and finds that the schools had several supportive systems for teachers, including those for autonomy, dialogue, collaboration, reflection, meditation, action on issues of social justice, and ethos of harmony.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6
Article
Usability of Montessori Tangible User Interfaces to Support Learners' Retention Skills in Preschools
Available from: Springer Link
Publication: Personal and Ubiquitous Computing, vol. 27
Date: 2023
Pages: 481–494
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Abstract/Notes: Introducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and collaboration. However, the existing literature lacks exploring the impacts that physical interaction with a tangible user interface might have on young students’ short-term retention skills and their user experience. This study set out to assess the effectiveness of tangible physical objects in empowering young learners’ short-term retention skills and their usability in an authentic educational context. The experimental study was performed at a primary school with 48 preschool students (aged 4–5) assigned to two groups to evaluate the educational potential of tangible interaction modality compared to a classical Montessori activity relying on non-augmented objects. The analyses were based on students’ responses to post-tests performed after 1 day after the learning session, and the System Usability Scale questionnaire conducted in the teacher’s presence. Results indicate the potential of interacting with the Montessori tangible user interface on supporting preschool students’ knowledge building. The usability questionnaire reveals that tangible physical objects are suitable for young learners’ use. It was found that the properties of the tangible interaction modality engaged young learners in the Montessori activity. The study contributes to the educational technology community by providing a better understanding of the potential of using tangible-based interaction modality within the classroom context to support young learners’ understanding, knowledge building, and learning engagement.
Language: English
DOI: 10.1007/s00779-022-01706-9
ISSN: 1617-4917
Article
Montessori, "Formation," and the Adult Learner
Available from: Taylor and Francis Online
Publication: Religious Education, vol. 119, no. 1
Date: 2024
Pages: 3-16
Adult education, Dementia, Learning disabilities, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori-based interventions (MBI), Second language acquisition
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Abstract/Notes: Although some have attempted to appropriate elements of Montessori education to select groups of adults (e.g., for learning disabilities, second language acquisition, dementia patients), there have been no comprehensive attempts to validate the adaptation of this approach to the adult learner in general. This exploratory study attempts to provide a rationale as to why it is developmentally legitimate to adapt this pedagogical method to adult education. This is attempted through a consideration of the aim and purpose of Montessori education as well as Maria Montessori’s concept of human development. This paper concludes by envisioning initial suggestions for Montessori adult education.
Language: English
DOI: 10.1080/00344087.2023.2283668
ISSN: 0034-4087
Article
Implications of Instructional Materials on Oral Skills Among Early Childhood Learners in Central Zone, Kisumu County, Kenya
Available from: Journal Issues
Publication: International Journal of Educational Policy Research and Review, vol. 3, no. 2
Date: Apr 2016
Pages: 20-28
Africa, East Africa, Kenya, Montessori materials, Sub-Saharan Africa
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Abstract/Notes: This study was conducted in Kenya and focused on the use of instructional materials at the Early Childhood level. Purpose of the study was to establish the implications of instructional materials on oral skills among early childhood learners. The study adopted descriptive survey design. The target population comprised 42 head teachers, 126 teachers and 3180 leaners. It was found that that teaching using instructional materials improved the performance of learners in various learning activities such as repetition of letters, repetition of words and ability to write dictated words. The improved performance was in a range of 11% to 18%.
Language: English
ISSN: 2360-7076
Article
Understanding School Engagement: The Role of Contextual Continuities and Discontinuities in Adolescents' Learner Identities
Available from: ScienceDirect
Publication: Learning, Culture and Social Interaction, vol. 28
Date: 2021
Pages: 100460
Europe, Holland, Netherlands, Western Europe
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Abstract/Notes: Adolescents' school engagement is related to continuities and discontinuities in learning notions between various contexts (e.g., school, home, peer groups). Learning notions are the prevalent ideas in a context about appropriate learning goals, contents and means. It has remained unclear how adolescents' learner identities mediate the role that (dis-)continuities play in adolescents' school engagement. To advance insight into adolescents' school engagement, we examined what relations could be found between various contextual (dis-)continuities in learning notions adolescents with diverse levels of school engagement experience and their learner identities. Our comparative case study suggests that especially (dis-)continuities regarding notions of what it entails to be a good learner and the importance of being one between the school context on the one hand, and the contexts of home and peer groups on the other inform students' school-related learner identities. The present study implies that adolescents' school engagement can be fostered by building continuities between school and home in the appreciation of students' efforts and by making them resilient to unconstructive learning notions in home and peer group contexts.
Language: English
DOI: 10.1016/j.lcsi.2020.100460
ISSN: 2210-6561
Article
The Nature of the Child as Learner: An Interview with Kieran Egan
Publication: Montessori Life, vol. 7, no. 3
Date: 1995
Pages: 22–24
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Language: English
ISSN: 1054-0040
Article
Montessori Explained: Learner-Centered Classrooms
Publication: Montessori NewZ, vol. 10
Date: Jun 1998
Pages: 4
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Language: English