Abstract/Notes: This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.

Language: English

DOI: 10.54097/1y1s8e93

ISSN: 2957-9465

Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Language: English

DOI: 10.17161/jomr.v6i1.8539

ISSN: 2378-3923

Language: English

Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.

Language: English

DOI: 10.18502/gespr.v3i2.12617

ISSN: 2709-0191

Language: German

ISSN: 0949-2682

Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice

Language: English

Published: Chicago, Illinois, 2022

Language: English

Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: Students who have attended Montessori pre-kindergarten and kindergarten appear to experience greater academic success than those who attend the general classroom. The purpose of this research was to examine what Montessori classrooms did differently than the general education classrooms and whether Montessori prepares students for greater academic success in elementary school. There is a vast amount of literature available on the impact of Montessori education on student achievement, but few comparison studies. The methodology for this research was causal comparative. Quantitative data was collected to ascertain the practices of Montessori classrooms to produce more academic success than that of the general education classroom. The purpose was to determine if students in a Montessori classroom will have higher academic success or if those in a traditional general education classroom setting will have higher achievement on the MAP reading and math assessment.

Language: English

Published: Central, South Carolina, 2023

Language: English