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Article
Deconstructing the Positive Behavioral Support Model and Replacing It with the Neo-Montessori Constructivist Intervention Model, or How Montessori Changed My Cold Data Driven Heart
Available from: Wright State University Libraries
Publication: Electronic Journal for Inclusive Education, vol. 3, no. 3
Date: 2015
Children with disabilities, Inclusive education, People with disabilities
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Abstract/Notes: Positive behavioral supports (PBS) and the development of behaviorally oriented planning has become a ubiquitous paradigm in American schools. It is the preferred model for addressing behavioral issues with children as a means of preventing special education identification and placement. The effectiveness of this model has been well documented in peer-reviewed journals and shows an ability to change behaviors and improve academic achievement as measured by empirically designed assessments. However, the measurement of intellectual, moral and behavioral autonomy is seldom measured. Also, researchers from one perspective (Applied Behavioral Analysis) preclude other theoretical perspectives, to create the bulk of the evidence proving the usefulness of PBS as a viable model. It is the purpose of this paper to describe and support the contention that it is the concept of autonomy that is essential in measuring the success of behaviorally related interventions. This goal will be attained by deconstructing the PBS model. Further, it is an additional contention addressed in this paper that various Montessori methods and the theory’s fundamental theoretical concepts do a better job of addressing authentic change and the development of autonomy. This will result in internalized behaviors that behaviorally oriented methods can never demonstrate. A new theoretical model will be presented to illustrate the incorporation of autonomy into the rubric of successful behaviorally related interventions.
Language: English
ISSN: 1545-0473
Article
Montessori Eğitim Programına Devam Eden Okul Öncesi Dönem Çocuklarının Bilimsel Süreç Becerilerindeki Değişimin İncelenmesi / Investigation of the Changes in Scientific Process Skills of Preschool Children During a Montessori Education Program
Available from: DergiPark Akademik
Publication: Cumhuriyet Uluslararası Eğitim Dergisi / Cumhuriyet International Journal of Education, vol. 8, no. 4
Date: 2019
Pages: 1172-1186
Asia, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: Okul öncesi dönemde geliştirilmesi gereken en önemli becerilerden biri bilimsel süreç becerileridir. Montessori yaklaşımı çocukların tüm gelişim alanlarını destekler ve temel bilişsel süreç becerilerine katkıda bulunur. Bu çalışmada okul öncesi eğitimine devam eden 48-72 aylık çocukların bilimsel süreç becerilerinin Montessori eğitim programı sürecinde incelenmesi amaçlanmıştır. Çalışma grubunu bir ilin merkezinde yer alan bir devlet anaokulunun Montessori sınıfında öğrenim gören 14 çocuk ve Montessori anaokulunda bulunan 4 Montessori sınıfında öğrenim gören 46 çocuk olmak üzere 60 çocuk oluşturmaktadır. Veri toplama aracı olarak Aydoğdu ve Karakuş (2017) tarafından geliştirilen, geçerlilik ve güvenilirlik çalışmaları yapılmış olan " Okulöncesi Öğrencilerine Yönelik Temel Beceri Ölçeği (OÖYTBÖ)" kullanılmıştır. Bu ölçekte; gözlem, sınıflama, çıkarım yapma, ölçme ve tahmin becerilerine yönelik 20 soru yer almaktadır. Çocukların ön uygulama ve son uygulama puan ortalamaları arasında; sınıflama, ölçme, gözlem, çıkarım ve tahmin becerilerinde son uygulama lehine anlamlı farklılıklar tespit edilmiştir.Bu bulgu çocukların bilimsel süreç becerilerinde Montessori okulunda aldıkları eğitim sonrasında eğitim öncesine kıyasla önemli bir gelişim olduğunu göstermektedir. Cinsiyet değişkenine bakıldığında ölçeğin tüm boyutlarında, kız ve erkek öğrencilerin ön uygulama ve son uygulama puan ortalamaları arasında anlamlı farklılık olmadığı belirlenmiştir. / The Montessori method supports all areas of development of children and contributes to basic cognitive process skills. In this context, one of the important skills can be considered as scientific process skills. In this study, it is aimed to examine the scientific process skills of preschool children (48-72 months) during a Montessori education program. This study was conducted as a longitudinal research design. The study group consisted of 60 children aged 4-6 years, living in a province center. The study group consisted of 14 children from a Montessori class of a public kindergarten and 46 children from 4 Montessori classes in a Montessori kindergarten. Basic Skills Scale for Preschool Students (BSSPS), which was developed by Aydoğdu and Karakuş (2017), was used as data collection tool. This scale includes questions about observation (four questions), classification (four questions), inference (four questions), measurement (four questions) and prediction (four questions) skills (20 questions in total). The reliability coefficient (KR- 20) of the 20-item scale was .74. The average difficulty of the scale was .69. The substance discrimination index of each question ranged from .23 to .56. In the analysis of the data, dependent samples t-test and two-factor ANOVA test were used. As a result of the study, significant differences were found between the pre- and post-application mean scores of the participants, in favor of the post-application according to classification, measurement, observation, inference and prediction skills. According to the two-factor ANOVA test, which was used to test whether the changes observed between the pre- and post-application scores of female and male participants are significant, the scientific process skills scores of male and female students do not differ significantly after the education process.
Language: Turkish
ISSN: 2147-1606
Article
Grouping Practices in the Primary School: What Influences Change?
Available from: Taylor and Francis Online
Publication: British Educational Research Journal, vol. 30, no. 1
Date: 2004
Pages: 117–140
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Abstract/Notes: During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty-eight per cent of responding schools reported that they had made no change. Twenty-two per cent reported changes because of the literacy hour, two per cent because of the numeracy hour, seven per cent because of a combination of these and twenty-one per cent for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the National Literacy Strategy, practical issues and school self-evaluation.
Language: English
DOI: 10.1080/01411920310001629992
ISSN: 0141-1926, 1469-3518
Article
Montessori Early Childhood Education in NZ: Re-discovering the Spirit of Reflection and Inquiry Through Recent Policy Changes
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 41, no. 2
Date: 2016
Pages: 69-76
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania
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Abstract/Notes: Montessori education arrived in New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.
Language: English
DOI: 10.1177/183693911604100210
ISSN: 1836-9391, 1839-5961
Article
System Change in Education
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 126, no. 4
Date: 2020
Pages: 653-663
Article
MACTE Teeters: Executive Director Resigns Following Dispute; AMS Poised to Push for Major Changes in Teacher Training Accreditation Organization
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 2
Date: Winter 1997
Pages: 1, 26-27
Montessori Accreditation Council for Teacher Education (MACTE), Public Montessori
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Abstract/Notes: Includes sidebar, MACTE: What Is It? What Happened to It?
Language: English
ISSN: 1071-6246
Article
Planning for Change from the AMS Self-Study: A Rededication to Quality
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 8, no. 1
Date: Winter 1981
Pages: 7–13
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Language: English
ISSN: 0010-700X
Article
Dear Mammolina: Uh . . . Some Things Have, um, Changed in 60 Years
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 23, no. 1
Date: Fall 2010
Pages: 24-27
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Abstract/Notes: "In the September 2010 issue of 'Astronomy Magazine', Chris Impey writes a 'Letter to Galileo' – visualizaing a scenario where Galileo is in the present and wants to know what astronomers have been doing for the last 400 years. We adopted his style to have a similar meeting with Maria Montessori'
Language: English
ISSN: 1071-6246
Article
Embracing Change in Early Childhood Education
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 22, no. 1
Date: Fall 2009
Pages: 6
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Language: English
ISSN: 1071-6246
Article
Change That Montessorians Can Believe In
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 21, no. 2
Date: Winter 2009
Pages: 2
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Language: English
ISSN: 1071-6246