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Article
Using Social Network Analysis to Evaluate Academic Assistance Networks in a Holistic Education Secondary School
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 1
Date: 2018
Pages: 25-41
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Abstract/Notes: One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.
Language: English
ISSN: 2378-3923
Article
Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System
Available from: Wiley Online Library
Publication: Child Development, vol. 92, no. 5
Date: Sep/Oct 2021
Pages: 2069-2088
Academic achievement, Cognitive development, Europe, France, Montessori method of education, Montessori method of education - Evaluation, Montessori schools, Public Montessori, Social development, Western Europe, Work periods
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Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.
Language: English
DOI: 10.1111/cdev.13575
ISSN: 0009-3920, 1467-8624
Doctoral Dissertation
Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness
Available from: British Library - EthOS
Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning
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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.
Language: English
Published: Oxford, England, 2018
Master's Thesis
Acquisition of English as a Second Language for Hispanic Immigrant Adults with Low Academic and Socioeconomic Levels in the United States of America Through a Proposed Montessori Approach / Adquisición del Inglés como Segunda Lengua en Adultos Hispanos Inmigrantes con Bajo Nivel Académico y Socioeconómico en Estados Unidos de América: Proponiendo un Enfoque Montessori
Available from: American Montessori Society
Adult education, Americas, Immigrants, Language acquisition, Language development, Montessori method of education, North America, United States of America
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Language: English
Published: San Pedro Garza García, Mexico, 2017
Master's Thesis (M.A. In Human Development)
Teacher Perspectives of Student Academic Decision-Making in Montessori Elementary Classes
Available from: American Montessori Society
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Abstract/Notes: The "central problem of education" for Maria Montessori (1971) was "how to give the child freedom”. Montessori wrote more about freedom and liberty than any other topic (Ethel Wheeler in Feltin 1987, 90). Modern theorists such as Paula Polk Lillard (1996) and David Kahn (1997) also give great importance to children's freedom in Montessori classrooms. Freedom is necessary for the development of autonomy (Feltin 1987), which is one of the aims of Montessori education (Montessori 1964, Barron 1992, American Montessori Society website, Kendall 1993). Many Montessori organizations (West Seattle Montessori, American Montessori Society) include some version of the phrase "freedom with limits" in their literature or refer to the child's independence as a goal. However, many programs limit children's responsibility for their learning at the elementary level to choosing which assigned work to do first. Children are not given the opportunity to choose what they will learn and how they will show what they learned. Orcillia Oppenheimer (1999) considered the lack of "real free choice" to be one of the "two fundamentals which are missing from most Montessori programs" (65-67, emphasis in original).
Language: English
Published: Pasadena, California, 2000
Article
Italian Academic Pedagogical Magazines in the History of Education in the XX Century
Available from: Pedagógiatörténeti Szemle
Publication: Pedagógiatörténeti Szemle, vol. 1, no. 4
Date: 2015
Pages: 1-22
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Abstract/Notes: This paper aims to reconstruct the main strands of Italian educational thought using academic pedagogical magazines as a mirror for scientific and political developments through the years. I shall follow a chronological order, indicating the main changes which have occurred in Italy since its unification, concentrating on cultural turns and academic shifts. Pedagogical and school magazines have been the object of quite a number of extensive historical works, followed by other studies on school and educational publishing houses. Giorgio Chiosso has been the leading figure in this research for many years, having directed national projects in pedagogical journals and publishing houses, which have provided important historical tools, such as the catalogues of Italian school and educational magazines 1820-1945 (Chiosso, 1989, 1992, 1993, 1997) and the catalogues of Italian pedagogical publishing houses in the XIX and XX centuries (Chiosso, 2003a, 2008). Whilst the pedagogical magazines before and after unification have been carefully catalogued, the educational journals of Republican Italy have yet to be researched. An updated short biography and bibliography of the quoted educationalists can be found in the recent biographical dictionary directed by Chiosso and Sani (2013).
Language: English
DOI: 10.22309/PTSZEMLE.2015.4.1
ISSN: 2415-9093
Article
Academic Information Management System for L’Atra Montessori School
Available from: DBpia
Publication: ICEIC : International Conference on Electronics, Informations and Communications, vol. 1, no. 1
Date: 2010
Pages: 210-213
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Abstract/Notes: Academic Information Management System (AIMS) for L’atra Montessori School (LMSI) is a school management solution which is highly adaptable for Schools, Institute of Higher Learning and Training Academics. AIMS is built on today’s leading edge internet technology. It is a comprehensive, easily implemented and user friendly. It is the answer that understands the challenges and are focused on delivering effective, high?quality Information System that allow you to creates the right balance of process efficiency and learning excellence. Attaining a higher pass rate of students is consequential for any institutions, this puts pressure on the lecturer to review teaching methodologies and devoting time to students. Information should be readily available for teachers, parents, students and school administration. Administrative duties should be automated and minimized, allowing all parties room to excel. AIMS offers the robust functionality needed to automate the entire academic processes from class scheduling, student enrolment, and class registration including financial aid information such as billing. AIMS provides a centralized data warehouse that gives you a single source of information to make well-informed financial and operational decisions in real time.
Language: English
Master's Thesis
The Extent That Montessori Programs Contribute to Students' Academic and Social Gains and How Montessori Programs Differ from Traditional Programs
Available from: Google Scholar
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Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.
Language: English
Published: Marquette, Michigan, 2009
Article
Montessori Method in Academic Flow Development
Available from: Research Collaborative Community
Publication: International Journal of Business, Economics, and Social Development, vol. 1, no. 4
Date: 2020
Pages: 227-240
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Montessori schools, Southeast Asia
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Abstract/Notes: This research aimed to describe the implementation of the Montessori Method in academic flow development for students. A Qualitative approach and intrinsic case study design were used in this research. The participants of this research were five students of the Arabic Language Study Program in one of university in Bandung, West Java. The participants were selected using purposive sampling technique. The findings revealed that students were able to achieve academic flow, which was marked by the achievement of all indicators in the aspect of absorption by activity. However, the indicator of thinking included in the aspect of fluency by performance was difficult to be achieved by the students. The results of this research are expected to be utilized by those who play a role in developing students' potential, which was guidance and counseling service units based in universities and academic supervisors.
Language: English
ISSN: 2722-1156, 2772-1164
Conference Paper
Academic Learning of Young Children in a Montessori Class
Mental Health Research Meeting (University of Washington, Seattle)
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Language: English