Abstract/Notes: Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.

Language: English

DOI: 10.17161/jomr.v1i1.4941

ISSN: 2378-3923

Abstract/Notes: This article is based on a study of an ‘English-medium’ preschool programme for underprivileged children. The diverse linguistic backgrounds of the teachers and students prompted an enquiry into how multiple languages would be negotiated in the setting and how comprehension, learning and communication would occur given that none of the children came from English-speaking homes. The article identifies and interprets key features of verbal language that were observed in the setting and articulates implications for educational practice.

Language: English

DOI: 10.5958/2231-4555.2019.00009.3

ISSN: 2231-4547, 2231-4555

Abstract/Notes: Cognitively Guided Instruction is pushed as a viable method to evaluate student understanding. In a particular Montessori environment, this process revealed much about the thinking processes of students leaving the Montessori program and entering a direct instruction classroom. This paper shows in-depth examples of CGI in practice, both for research purposes and exposure to teachers unfamiliar with the tool. Further, a discussion develops about how students rely on old methods versus learning new methods, including using picture drawings; some conclusions are drawn after some qualitative evidence is given pertaining learning third and fourth grade mathematics topics.

Language: English

DOI: 10.5281/zenodo.1409844

ISSN: 2572-9829, 2572-9810

Abstract/Notes: Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. This method based on observations and evaluations of a student’s development, which is a fundamental key of the Montessori Method. Color is one of the fundamental elements of art. It is important for art students to not only be exposed to color theory, but to understand it. By studying colors, students are able to embrace their own creativity and create their own masterpieces; one of the introductory art lessons is that of mixing colors and understanding the color wheel. The researcher chose this method to help beginning students grasp the concepts of color theory and color schemes to help them advance through the curriculum with new skills. Hence the research problem is to use general rules and concepts of Montessori to achieve a new method of color education to reform student’s knowledge, self-confidence, self-correction and their own abilities in using colors.

Language: English

DOI: 10.12816/0044318

ISSN: 2357-0342, 2356-9654

Abstract/Notes: This study aims to analyze Maria Montessori’s theory of personality education. The author adopts interpretative methodology to focus on the following texts: The Absorbent Mind, The Secret of Childhood, The Discovery of the Child, and What You Should Know about Your Child. In this paper, the conclusion can be summarized into four points: First, personality is formed in the development of body and spirit, and the will is the key to integrate the whole system of personality. Second, the goal of personality education is to establish the discipline of life, and the method is to let children work spontaneously with the sense of duty in a free situation. Third, children must have the freedom to choose, then they can learn how to exercise their will to obey the inner discipline. Fourth,there are five examples provided for the implementation of personality education. / 本研究旨在分析Montessori（1870-1952）的人格教育思想，主要運用詮釋學的研究方法：一方面聚焦於《吸收性心智》（The Absorbent Mind）、《童年的秘密》（The Secret of Childhood）、《發現兒童》（The Discovery of Child）及《了解你的孩子》（What You Should Know about Your Child）等文本的理解，二方面來回於個人經驗與文本脈絡之間的對話與省思。結果發現，可歸納為以下四點：一、人格是精神生命肉身化的結果，人格統整的關鍵是意志發展。二、人格教育的目標在於建立紀律，人格教育的原則是給予自由，人格教育的方法是透過工作。三、人格教育的歷程始於兒童的自由選擇，繼之以專注地自發性工作，透過意志發展逐漸樂於服從，最後形成內在紀律，表現出寧靜的心境。四、人格教育的實施，關鍵時期為零至三歲，可以運用靜默遊戲、走線練習、穿脫衣服、準備茶會、舉辦生日會等方式進行。最後，本文更針對其思想內涵，提出10點評析，以供參考。

Language: Chinese

DOI: 10.3966/102887082016036201003

ISSN: 1028-8708

Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education

Language: English

ISSN: 2588-7270

Abstract/Notes: This exploratory study examined the changing role of music education and the availability of musical experiences for students attending Montessori schools in the Midwestern United States. On a survey instrument designed by the researcher, Montessori school directors (N = 36) from eight states shared descriptions of the current role of music at their schools, the challenges faced when teaching music, individual perceptions of the impact of music on development, and beliefs about music as a valuable component of the curriculum. Data included responses to Likert-scale items and open-ended questions in an online survey. Analyses revealed that while school directors believed music could be used to engage students in learning or to build upon issues of multicultural understanding, opportunities for musical engagement were limited as a result of stringent budget cuts or time restrictions in the classroom. Implications are discussed in terms of including music in the Montessori classroom in ways that align with Maria Montessori’s pedagogies situated within an international context.

Language: English

DOI: 10.1177/0255761416659508

ISSN: 0255-7614, 1744-795X

Abstract/Notes: Like the whole world, our Indian society too has undergone many changes. Indian women have become very aware of their rights. Now she does not want to depend on her husbands, for this she tries to be selfsufficient and independent. But the circumstances are not so simple. Managing work and family responsibility can be very difficult for the women employees. And if the woman is a mother, things get even more difficult, because responsibility also gets bigger. A woman who work or do any business or other work especially working mothers has to perform multiple roles in balancing their work life and personal life. Each role has its own set of demands and when such role demand overlaps/interacts, a difference is created leading to stress, attrition, absenteeism and other health issues etc. Thus, there is an increasing need for organizations to address these demands of working mothers by implementing innovative HR policies. Worklife balance is one such HR practice that enables the employees particularly working mothers to give proper prioritization between work and lifespan roles. Hence, work-life balance has become a growing concern in all the sectors. Indian women have created a history in every domains of life today. She is now more being confident and positive. The present paper based on empirical research, delivers a deep insight of work-life balance of working mothers the problems faced by them in different phases of life. With the passage of time the relevance of work life balance becomes very important for working women when family responsibilities increase and care for children and other dependent become priority.

Language: English

DOI: 10.33564/IJEAST.2019.v04i07.018

ISSN: 2455-2143

Abstract/Notes: This paper highlights the differences and similarities between a Kindergarten outside Bremen in Lower Saxony, Germany and a Primary School Junior Infant Class in County Cork, Republic of Ireland. Both are concerned with the education of the young child but whereas the Kindergarten is attended by three to six year olds, the Junior Infant Class caters almost exclusively for four to five year old children. A case study account of both groups is given and an analysis of the activities which took place in each using the ‘Target Child Observational Schedule’ [Sylva et al., (1980)] is presented in bar‐graph form. The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development. [Cet article souligne les differences et les similitudes entre un Jardin d'Enfants en Basse Saxonie, près de Brème (Allemagne) et une classe maternelle dans le comtè de Cork (République d'Irlande). Les deux établissements sont charges de l'éducation de jeunes enfants, mais tandis que les élèves du Jardin d'Enfants sont ages d'entre trois et six ans, la classe de maternelle ne s ‘occupe pratiquement exclusivement que d'enfants de quatre a six ans. On donnera un compte‐rendu de l'étude de cas faite sur les deux groupes, ainsi qu'une presentation sous forme de graphique en barres de l'analyse des activites proposées de part et d'autre, basée sur le Programme d'observation cible de l'enfant du Professeur Kathy Sylva (1980). En conclusion, nous avancerons que les Erzieherinnen, les Kinderpflegerin et les enseignants de la classe maternelle doiventfaire preuve de davantage d'interaction avec les enfants afin, en particulier, d'élever le niveau auquel de tels enfants parlent. Une structuration accrue des activites ludiques des enfants aurait également pour résultat un développement cognitif plus rapide. / Este ensayo trata de las diferencias y semejanzas entre un prescolar en la baja Sajonia, en las afueras de Bremen, Alemania, y una Clase Junior Infantil en la Escuela Primaria del Condado de Cork, en la República de Irlanda. Los dos sistemas se ocupan de la education de niños en la primera infancia pero, mientras que el prescolar se ocupa de niños entre las edades de tres y seis años, la Clase Junior Infantil se dedica casi exclusivamente a los niños de cuatro a cinco anos de edad. Este papel describe un caso particular de cada uno de estos dos grupos asi como de las actividades que tuvieron lugar en cada uno de ellos, utilizando Target Child Observational Schedule (1980) de Kathy Sylva, y que se presentan a manera de gráfica de barras. Es estudio llega a la conclusion de que los educadores de Erzieherinnen, Kinderpflegerin y de las Clases Infantiles Junior necesitan aumentar la interactión con el niho para elevar, especialmente, el nivel en el que estos nihos hablan. Un incremento en la estuctura del juego de los nihos también resultaria en la mejora del desarrollo cognitivo.]

Language: English

DOI: 10.1080/0966976950030303

ISSN: 0966-9760

Abstract/Notes: as presented at Annual Conference, July 2004

Language: English