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175 results

Article

✓ Peer Reviewed

Analysis of Two Early Childhood Education Settings: Classroom Variables and Peer Verbal Interaction

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 23, no. 2

Pages: 193-209

Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.

Language: English

DOI: 10.1080/02568540809594655

ISSN: 0256-8543, 2150-2641

Article

✓ Peer Reviewed

Un-'Chartered' Waters: Balancing Montessori Curriculum and Accountability Measures in a Charter School

Available from: Taylor and Francis Online

Publication: Journal of School Choice, vol. 11, no. 1

Pages: 168-190

Americas, Charter schools, Montessori method of education - Evaluation, North America, Public Montessori, United States of America

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Abstract/Notes: More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention.

Language: English

DOI: 10.1080/15582159.2016.1251280

ISSN: 1558-2159, 1558-2167

Article

✓ Peer Reviewed

International Education: The International Baccalaureate, Montessori, and Global Citizenship

Available from: SAGE Journals

Publication: Journal of Research in International Education, vol. 9, no. 3

Pages: 259–272

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Abstract/Notes: The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB’s secondary programs are widespread in international schools, Montessori programs at that level are comparatively few. This article compares and contrasts IB and Montessori secondary programs with respect to the promotion of global citizenship, and explores the scarcity of secondary Montessori programs in general and in the international schools community in particular.

Language: English

DOI: 10.1177/1475240910382992

ISSN: 1475-2409, 1741-2943

Article

✓ Peer Reviewed

Maria Montessori (1870-1952): Women's Emancipation, Pedagogy and Extra Verbal Communication

Available from: SciELO

Publication: Revista Médica de Chile, vol. 143, no. 5

Pages: 658-662

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Abstract/Notes: Maria Montessori is one of the most well-known women in Italian history. Although she was the first woman who graduated in medicine in Italy, she is mostly known as an educator. Her teaching method -the Montessori Method- is still used worldwide. Because she could not speak English during the imprisonment in India, there was a big obstacle for her communication with children. However, the need to adopt a non-verbal communication, led her to a sensational discovery: children use an innate and universal language. This language, made of gestures and mimic, is called extra verbal communication.

Language: English

DOI: 10.4067/S0034-98872015000500014

ISSN: 0034-9887

Article

✓ Peer Reviewed

Multiage Classrooms: An Analysis of Verbal Communications

Available from: JSTOR

Publication: The Elementary School Journal, vol. 75, no. 7

Pages: 458-464

Early childhood care and education, Early childhood education, Interpersonal communication in children, Nongraded schools, Teacher-student relationships

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Abstract/Notes: Presents a quantitative analysis of communication networks in multiage classrooms (consisting of 4- to 7-year-olds) to determine if: (1) pupils interact with peers across age groups; (2) the pupil/teacher interaction is dispersed across age groups; and (3) certain learning centers are more conducive to interaction across age groups than others. (ED)

Language: English

DOI: 10.1086/460934

ISSN: 0013-5984

Article

✓ Peer Reviewed

Multisensory Gains in Simple Detection Predict Global Cognition in Schoolchildren

Available from: Nature

Publication: Scientific Reports, vol. 10, no. 1

Pages: Article 1394

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Abstract/Notes: The capacity to integrate information from different senses is central for coherent perception across the lifespan from infancy onwards. Later in life, multisensory processes are related to cognitive functions, such as speech or social communication. During learning, multisensory processes can in fact enhance subsequent recognition memory for unisensory objects. These benefits can even be predicted; adults’ recognition memory performance is shaped by earlier responses in the same task to multisensory – but not unisensory – information. Everyday environments where learning occurs, such as classrooms, are inherently multisensory in nature. Multisensory processes may therefore scaffold healthy cognitive development. Here, we provide the first evidence of a predictive relationship between multisensory benefits in simple detection and higher-level cognition that is present already in schoolchildren. Multiple regression analyses indicated that the extent to which a child (N = 68; aged 4.5–15years) exhibited multisensory benefits on a simple detection task not only predicted benefits on a continuous recognition task involving naturalistic objects (p = 0.009), even when controlling for age, but also the same relative multisensory benefit also predicted working memory scores (p = 0.023) and fluid intelligence scores (p = 0.033) as measured using age-standardised test batteries. By contrast, gains in unisensory detection did not show significant prediction of any of the above global cognition measures. Our findings show that low-level multisensory processes predict higher-order memory and cognition already during childhood, even if still subject to ongoing maturation. These results call for revision of traditional models of cognitive development (and likely also education) to account for the role of multisensory processing, while also opening exciting opportunities to facilitate early learning through multisensory programs. More generally, these data suggest that a simple detection task could provide direct insights into the integrity of global cognition in schoolchildren and could be further developed as a readily-implemented and cost-effective screening tool for neurodevelopmental disorders, particularly in cases when standard neuropsychological tests are infeasible or unavailable.

Language: English

DOI: 10.1038/s41598-020-58329-4

ISSN: 2045-2322

Report

Effectiveness of Direct Verbal Instruction on IQ Performance and Achievement in Reading and Arithmetic [Academic Preschool, Champaign, Illinois]

Available from: ERIC

Academic achievement, Americas, Arithmetic, Early childhood care and education, Early childhood education, Literacy, Mathematics education, North America, Reading, United States of America

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Abstract/Notes: This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV.

Language: English

Published: Washington, D.C., 1966

Book

Gharamam balamandira / घरमें बालमंदिर [Children's House at Home]

Asia, India, Montessori method of education - Criticism, interpretation, etc., South Asia

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Language: Gujarati

Published: [India], 1962

Article

✓ Peer Reviewed

Montessori Education at a Distance, Part 1: A Survey of Montessori Educators’ Response to a Global Pandemic

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 7, no. 1

Pages: 1-29

Americas, COVID-19 Pandemic, Montessori method of education, North America, Remote learning, United States of America

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Abstract/Notes: The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents’ and caregivers’ involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children.

Language: English

DOI: 10.17161/jomr.v7i1.15122

ISSN: 2378-3923

Article

Benefit Carnival Attracts Society; Mi-Careme Ball at Plaza to Aid Free Montessori Schools for Poor

Available from: Chronicling America (Library of Congress)

Publication: New York Tribune (New York, New York)

Pages: 9

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Language: English

ISSN: 1941-0646

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