Abstract/Notes: In vorliegender Arbeit wird der Frage nachgegangen, ob "guter" (Mathematik-) Unterricht mit den Methoden Maria MONTESSORIs verwirklicht werden kann. Es wird untersucht, ob zwischen den Mathematikleistungen von RegelschülerInnen und MontessorischülerInnen vierter Klassen an Volksschulen Unterschiede bestehen. Zur Überprüfung der Hypothese "Es besteht kein Unterschied in den Mathematikleistungen von Schülerinnen und Schülern vierter Klassen in Montessorieinrichtungen und Regelvolksschulklassen" wurden an die 300 ProbandInnen aus Montessorieinrichtungen und Regelschulen mit dem "Mathematik-Schulleistungstest für SchülerInnen vierter Klassen der Grundschule" (HANISCH 2004) getestet. Die empirische Untersuchung und Auswertung der erhobenen Daten zeigt Unterschiede im Bereich der Mathematikleistungen, die zu Gunsten der MontessorischülerInnen ausfallen. Es wird jedoch darauf hingewiesen, dass die Stichprobe relativ klein war, da sich nur wenige Klassen zu einer Testung bereit erklärten. Auch die intellektuelle Ausgangslage der Kinder sowie der soziokulturelle Hintergrund der Getesteten konnten nicht berücksichtigt werden. Das vorliegende Resultat muss daher als "Zwischenergebnis" betrachtet werden. / This paper addresses the issue of whether "good" (mathematics) learning and teaching can be realised with the MONTESSORI method. The performance in mathematics of pupils attending standard, mainstream schools and those attending MONTESSORI schools is examined and compared. Both groups of subjects were in their fourth year of primary education. In order to corroborate the following hypothesis: "There is no difference in achievement between the two groups of pupils" about 300 pupils attending standard schools and those attending MONTESSORI schools were tested applying the "School achievement test in mathematics for pupils in their fourth year of primary education" (HANISCH 2004). The empirical examination and analysis of collected data shows differences in the performance of pupils in mathematics with favourable results for pupils working with the MONTESSORI method. However, it must be pointed out that the sample was relatively small as only few classes were willing to be tested. In addition to this, neither the intellectual abilities of the children nor their socio-cultural background were taken into consideration. Therefore the present result must be seen as provisional.

Language: German

Published: Wien, Austria, 2007

Abstract/Notes: Altered behaviour associated with dementia can present a number of challenges in the provision of care within both community and residential aged care settings. This paper presents a qualitative case study investigation of the implementation of the Positive Interactive Engagement programme within a residential aged care setting. The Positive Interactive Engagement programme incorporates non-pharmacological sensory techniques that have been informed by a person-centred, Montessori approach. Face-to-face semi-structured interviews with workers at a residential aged care facility in South Australia yielded seven case studies. Data were thematically analysed both within and between cases. Our data indicate the programme demonstrates underlying Montessori principles and supports participant behaviour change, with a noted reduction in ‘disruptive’ behaviours and increased social connection amongst participants. Programme staff report increased job satisfaction. The Positive Interactive Engagement programme offers a model that demonstrates encouraging outcomes, and further research would be useful in ascertaining whether these outcomes translate to quantifiable improvements in the quality of life for people with dementia in a residential aged care setting.

Language: English

DOI: 10.1177/1471301218792144

ISSN: 1741-2684, 1471-3012

Abstract/Notes: This study describes and evalutes the first year of a bilingual Montessori early childhood program implemented at two sites in central Texas. In-depth descriptions are provided of two program components--oral language development and classroom management. Hypotheses related to changes in students' language proficiency and classroom behavior were tested, using the James Language Dominance Test to measure comprehension and production of Spanish and English, and the Coping Analysis Schedule for Educational Settings to assess changes in students' behavior. The description of the oral language development component of the program includes instructional activities for vocabulary enrichment, isolating the sounds of language, and clarifying the functions of words. Adaptations of the Montessori method for implementation in a bilingual setting are presented, along with the discussion of two unexpected findings--the inhibition of the use of Spanish by many Mexican American children, and the association of one language or the other with a particular set of materials. The description of the classroom management component of the program includes the preparation of the environment, observation and record-keeping practices, the basic techniques for presenting materials, and "grace and courtesy lessons." Maria Montessori's views on the nature of education, the role of the teacher, and the concept of discipline and behavior change are discussed and compared to more modern theorists. The results of the formative evaluation reveal that children made significant improvements in English and Spanish comprehension and production. Behavior changes observed included positive shifts in percentage of time spent in self-directed activity, in paying attention to the task at hand, and in positive social interaction. The results of the study are basically descriptive, since only the children in this program were tested and observed. The results indicate that the program goals for the first year were met, and point to a number of possible changes for program improvement, including the use of more Spanish, the recruitment of more Spanish-dominant students, the development of separate sets of materials for Spanish and English instruction, and the sharing by teachers of their particular classroom management strategies.

Language: English

Published: Austin, Texas, 1980

Abstract/Notes: The goal of this research was to explore teachers' and university students' perceptions of material, cognitive and affective-motivational characteristics as well as the acceptance of didactic materials used in Montessori schools. It has been found that both teachers and university students are not familiar enough with alternative pedagogical concepts and believe there's an insufficient number of them in Croatia. While teachers prefer Cosmic Education and Mathematics materials, university students like Language Education materials more, although teachers show more willingness to use Language Education materials in teaching whereas university students use Cosmic Education materials more readily. Both university students and teachers find it most demanding to make Cosmic Education materials, but they also believe such materials to be most concrete. The results have shown that both university students and teachers are more willing to use in teaching such positively evaluated examples of Montessori didactic materials, which have been explored in this research, when they believe them to be valuable, desirable, necessary and useful.

Language: Croatian, English

DOI: 10.15516/cje.v17i3.1054

ISSN: 1848-5189, 1848-5197

Abstract/Notes: Raising children in the intended way and bringing them up as individuals that beneit society is possible with a gradual education from pre-school to higher education. The irst and most important step of this gradual education is the preschool education. The main function of the pre-school education is laying the foundation required to provide the individuals with a basic knowledge, skills and values that are necessary in social life (Aslan, 2007). According to Ryna, schools and classes are societies that form the good or bad atmospheres. The key person to this society is the teacher (Yazıcı, 2007; Cited in; Baydar, 2009, p. 489). The concept of value is a sociological one and the values are the rules that form the basis of the value judgments (Halstead, 1996). Values are not universal but they relect the relations between the contrasts such as beautiful and ugly; good and bad (Meaney, 1979). In the life of a society, everything is perceived according to values and its comparison with others. Individuals generally adopt the values of the group, society and culture they live in and use these as a measure in their judgments and choices. Therefore, they gain the opportunity to reach general judgments such as righteous, more appropriate, more beautiful, more important and more just. In the basis of being deprived of values is the absence of a human value system that we can believe in because it is true that we can dedicate ourselves to and that can be validated and implemented (Dilmaç, 2007; Can, 2008; Bahçe, 2010). Montessori Method is one of the alternative programs that can be effective in the teaching and acquiring values. Montessori Method that adopts a modern education approach; provides children with the opportunities to research, try, make mistakes and correct their mistakes on their own (Vilscek, 1966). According to Montessori, understanding the laws of nature is the basis of science. Children should understand the order, harmony and beauty of nature and feel happy about it. The individuality of children is in the foreground in Montessori Method. Each child is an individual that has a unique development. According to Montessori, children need liberty to reach their full physical, intellectual and emotional potential. However, this one is a liberty that can be reached through order and self-discipline. The purpose of Montessori Method is helping the children to reach their highest level of potential without slogging (Oktay, 1987, p. 62–69; Korkmaz, 2006; Vuslat & Akyol, 2006, p. 243–256). Researchers emphasize that, Montessori Method makes positive contributions to children’s life-long learning, liberty, endurance, calmness, speaking with thinking, selfconidence, understanding, making eficient decisions, tolerance, open-mindedness and social cooperation (Gleen, 2003; Faryadi, 2007). Montessori Method enables children to ind the best and easiest way to learn on their own by applying themselves. / Bu çalışmada Montessori eğitiminin çocuklarda sorumluluk alma, sırasını bekleme, başladığı işi bitirme, becerisine etkisinin değerlendirilmesi amaçlanmıştır. Çalışmanın örneklemini Konya Selçuk Üniversitesi, Mesleki Eğitim Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden 4-6 yaş aralığındaki 30 deney 30 kontrol grubu olmak üzere 60 çocuk oluşturmaktadır. Çalışmada sorumluluk alma, sırasını bekleme ve başladığı işi bitirme olmak üzere üç beceri ile ilgili "Sırasını Bekleme, Sorumluluk Alma ve Başladığı İşi Bitirme Değerlendirme Formu" kullanılmıştır. Araştırma verileri gözlem ve görüşme tekniği ile toplanmıştır. Araştırma sonucunda Montessori grubu ile kontrol grubu arasında anlamlı düzeyde fark bulunmuştur. Sonuç olarak Montessori eğitimi alan çocukların geleneksel eğitim alan çocuklara göre "sırasını bekleme, sorumluluk alma ve başladığı işi bitirme" davranışlarını daha sık sergiledikleri görülmüştür. Bu doğrultuda farklı eğitim yaklaşımlarının okul öncesi çocukların eğitimine yeni bir bakış oluşturabileceği söylenebilir. Erken çocukluk eğitiminde davranış kazandırma açısından faklı yaklaşımlara yer verilebilir.

Language: Turkish

ISSN: 1303-880X

Abstract/Notes: The article presents the first monitoring phase following the introduction of the Montessori Method in three primary school classes of the public sector in Trentino, Northern Italy. In this context we are proposing a check list developed to observe teachers and children actions into experimental classes, with the aim of monitoring the gap between implemented educational choices and the theoretical references proposed by Maria Montessori. The check list points offer a supportive self-evaluation tool for teachers in Montessori public school contexts. [Tra l’agito e il dichiarato: una griglia osservativa per l’autovalutazione del docente nelle classi a metodo MontessoriIl contributo presenta la prima fase di monitoraggio dell’esperienza a metodo Montessori in tre classi di scuola primaria pubblica trentina. In questo contesto viene presentata una check list osservativa costruita per osservare le azioni di insegnanti e bambini all’interno delle classi sperimentali, con l’intento di monitorare lo scarto tra le scelte didattiche messe in atto e i riferimenti teorici proposti da Maria Montessori nell’ambito della scuola primaria. La check list proposta intende offrire uno strumento in grado di orientare il processo di autovalutazione dell’insegnante in contesti di scuola pubblica ad indirizzo montessoriano.]

Language: Italian

DOI: 10.13128/formare-23930

ISSN: 1825-7321

Abstract/Notes: The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET), implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori schools. The Montessori high school community needs an SET that has been rigorously examined for measurement issues. The examined SET was developed by a Montessori high school, and the sample data were collected from Montessori high school students. Using a Rasch partial credit model, the results of the analysis identified several measurement issues, including multidimensionality, misfit items, and inappropriate item difficulty levels. A revised version of the SET underwent the same analysis procedure, and the results indicated that measurement issues persisted. The authors suggest several ways to improve the overall measurement quality of the instrument while keeping the Montessori foundation. Additional validation studies with a revised version of the SET will be needed before the instrument can be endorsed for full implementation in a Montessori setting.

Language: English

DOI: 10.17161/jomr.v3i1.5871

ISSN: 2378-3923

Abstract/Notes: This study aimed to evaluate a sensorial education program using Montessori sensorial materials on receptive language development of 8 young children (DSM-V) with autistic spectrum disorders (ASD). At the end of 6 months intervention period, the sensory processing of the participants was evaluated using Sensory Processing Evaluation Form for Children with ASD and their receptive language level was measured using Peabody Picture – Vocabulary Test. In this study, multiple survey models between subjects were used in single subject design. The emerging findings of the research suggest that there is a substantial improvement in auditory, visual and tactile skills of five out of eight participants. The remainder three participants demonstrated increase in their receptive language scores but a little improvement was observed in their auditory, tactile and visual comprehension. / Bu araştırmada, montessori materyalleri ile sunulan duyusal entegrasyon programının otizmli çocukların alıcı dil gelişimi üzerine etkisinin incelenmesi amaçlanmıştır. Araştırma grubunu, bir okul öncesi kurumunda kaynaştırma eğitimine devam eden, DSM-V kriterlerine göre otizm tanısı almış 8 otizmli çocuk oluşturmaktadır. Çalışma öncesi ve sonrasında çalışma grubunu oluşturan otizmli çocuklar duyusal açısı ve alıcı dil düzeyleri; Peabody Resim-Kelime Testi ve Otizmli Çocuklar İçin Duyusal Değerlendirme Formu kullanılarak değerlendirilmişlerdir. Bu çalışmada, tek-denekli araştırma yöntemlerinden, denekler arası çoklu yoklama modeli kullanılmıştır.Çalışmanın sonucunda; araştırma grubundaki çocuklardan beşinin; işitsel, görsel ve dokunsal algı becerilerinde önemli ölçüde başarı sağladıkları ve dil puanlarının yükseldiği gözlenmiştir. Diğer üç denekte ise; alıcı dil puanlarının yükseldiği ancak işitsel, dokunsal ve görsel algılarındaki artışın daha sınırlı olduğu görülmüştür.

Language: Turkish

ISSN: 2147-9844

Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6

Language: English

ISSN: 1071-6246