Abstract/Notes: Studies have shown scholastic, creative, and social benefits of Montessori education, benefits that were hypothesized to result from better executive functioning on the part of those so educated. As these previous studies have not reported consistent outcomes supporting this idea, we therefore evaluated scholastic development in a cross-sectional study of kindergarten and elementary school-age students, with an emphasis on the three core executive measures of cognitive flexibility, working memory update, and selective attention (inhibition). Two hundred and one (201) children underwent a complete assessment: half of the participants were from Montessori settings, while the other half were controls from traditional schools. The results confirmed that Montessori participants outperformed peers from traditional schools both in academic outcomes and in creativity skills across age groups and in self-reported well-being at school at kindergarten age. No differences were found in global executive functions, except working memory. Moreover, a multiple mediations model revealed a significant impact of creative skills on academic outcomes influenced by the school experience. These results shed light on the possibly overestimated contribution of executive functions as the main contributor to scholastic success of Montessori students and call for further investigation. Here, we propose that Montessori school-age children benefit instead from a more balanced development stemming from self-directed creative execution.

Language: English

DOI: 10.1371/journal.pone.0225319

ISSN: 1932-6203

Abstract/Notes: Self-directed learning (SDL) has been gaining popularity in recent years, particularly with adult learners. However, research has indicated that it can be an effective means to educate younger students within a variety of disciplines. The purpose of this study is to identify the impact of student-directed learning through goal setting on academic performance and self-determination in lower elementary students. The researcher hypothesized that allowing students to self-direct their learning through goal setting would result in higher self-determination and improved academic performance. Researchers measured the progress of 15 students towards self-selected goals and compared their results to self-determination scores before and after the intervention. 77% of participants showed quantitatively measurable improvement of academic performance in their selected goal. 100% of participants showed qualitatively measurable improvements of academic performance in their selected goal. There was no evidence found to support that self-directed learning leads to higher self-determination, nor was their evidence found to support that self-determination leads to improved academic performance. This study provides evidence that student-directed learning implemented with student-selected goals in multiple academic areas leads to higher academic performance related to self-selected goals.

Language: English

Published: River Falls, Wisconsin, 2021

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

DOI: 10.17161/jomr.v4i1.6639

ISSN: 2378-3923

Abstract/Notes: On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori. The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage.

Language: English

DOI: 10.16993/jmre.20

ISSN: 2002-3375

Language: English

Abstract/Notes: The world of education in Kupang is improving to implement an education system that is considered capable of meeting global challenges. Starting from the design of curriculum, the application of English in daily life, to the learning methods adapted to the implementation of primary and secondary education in developed countries. Christian Montessori School (CHRISTMAS) is one of the International schools in Kupang. The use of English in daily life both in class and during recess at school from kindergarten, elementary school to junior high school is very helpful for children facing global challenges. The aims of this research are formulated as follows (i) to identify strengths and weaknesses of using storytelling as a strategy to teach Indonesian of CHRISTMAS elementary school Kupang in academic year 2022/2023.(ii) to identify opportunities and threats of using storytelling as a strategy to teach Indonesian of CHRISTMAS elementary school Kupang in academic year 2022/2023. The subjects of this study were the first grade students of CHRISTMAS elementary school Kupang. The Researcher collects data by observing, interviewing, and analyzing documents. After that, the researcher did a reflection of the teaching strategy. Based on the result of this research, the researcher found that there are some strengths, weaknesses, opportunities, and threats to using storytelling as a strategy to teach Indonesian to the first grade students of CHRISTMAS elementary school Kupang. So the result of this study was applied by students filling out the answer sheets first to express their main ideas. Students will learn the lesson using English in the classroom.   Keywords: storytelling, elementary school, first grade students, strengths and weaknesses, opportunity and threats. ? CITATIONS ? Total citations ? Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio

Language: English

DOI: 10.35508/ajes.v7i1.11848

ISSN: 2654-5624, 2654-5969

Abstract/Notes: Introduction: Nutrition is a fundamental pillar of human life, health and development across the entire life span. Nutritional status is directly influenced by food intake and the occurrence of infections. Academic performance, intellectual development, and school attendance of the children and school going children is adversely affected by under nutrition. Primary school is an important stage in the development of consciousness and personality of the child (1). Objectives: The objective of this study was to assess the effect of nutritional status on academic performance of school going children. Methodology: A descriptive cross-sectional study was conducted in Budhanilkantha Municipality, Kathmandu. Anthropometric measurement was analyzed by using Gomez classification and Water low classification methods among 61 of the respondents. Findings: Among the total sample population, the prevalence of stunting, underweight, and wasting were 31%, 39.2%, and 36% respectively. The academic performance of the school-going children was 54.1% excellent, 39.3% good, and 6.6% satisfactory. Factors such as Age category (P=0.04), Mostly skip meals (P=0.008), Source of drinking water (P=0.006), Cause of Malnutrition (P=0.0089), Protein intake (P=0.004) and Fat intake (P=0.017) were found to be statistically significant with nutritional status (MUAC) of children. Factors such as, mostly skip meals (P=0.002), meat consumed per week (P=0.001), Source of drinking water (P=0.006), Total calorie intake (P=0.019) were found to be statically significant with underweight of children. Factors such as Religion (P=0.027), Father Education (P=0.010), Protein intake (P=0.033), and sweet consumption (P=0.007) were found to be statistically significant with academic performance of children. Conclusion: It is concluded that under nutrition (stunting and underweight) among children attending primary school is found prevalence and the academic performance of children is not associated with nutritional status.

Language: English

DOI: 10.36948/ijfmr.2023.v05i04.5269

ISSN: 2582-2160

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

Abstract/Notes: This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems. (Contains 19 figures and 5 tables.)

Language: English

ISSN: 1553-9318

Language: English