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Article
Using Acupressure and Montessori-Based Activities to Decrease Agitation for Residents with Dementia: A Cross-Over Trial
Available from: Wiley Online Library
Publication: Journal of the American Geriatrics Society, vol. 57, no. 6
Date: 2009
Pages: 1022-1029
Alzheimer's disease, Asia, Dementia, East Asia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Taiwan
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Abstract/Notes: To explore the effectiveness of acupressure and Montessori-based activities in decreasing the agitated behaviors of residents with dementia. A double-blinded, randomized (two treatments and one control; three time periods) cross-over design was used. Six special care units for residents with dementia in long-term care facilities in Taiwan were the sites for the study. One hundred thirty-three institutionalized residents with dementia. Subjects were randomized into three treatment sequences: acupressure-presence-Montessori methods, Montessori methods-acupressure-presence and presence-Montessori methods-acupressure. All treatments were done once a day, 6 days per week, for a 4-week period. The Cohen-Mansfield Agitation Inventory, Ease-of-Care, and the Apparent Affect Rating Scale. After receiving the intervention, the acupressure and Montessori-based-activities groups saw a significant decrease in agitated behaviors, aggressive behaviors, and physically nonaggressive behaviors than the presence group. Additionally, the ease-of-care ratings for the acupressure and Montessori-based-activities groups were significantly better than for the presence group. In terms of apparent affect, positive affect in the Montessori-based-activities group was significantly better than in the presence group. This study confirms that a blending of traditional Chinese medicine and a Western activities program would be useful in elderly care and that in-service training for formal caregivers in the use of these interventions would be beneficial for patients.
Language: English
DOI: 10.1111/j.1532-5415.2009.02271.x
ISSN: 1532-5415
Doctoral Dissertation (Ed.D.)
Communication and Collaboration Across Student Support Teams and Montessori Classroom Teachers
Available from: Northeastern University Libraries
Collaboration, Montessori method of education - Teachers, Montessori schools, Teachers, Teachers' assistants
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Abstract/Notes: Communication and collaboration between classroom teachers and student support teachers are critical in supporting student outcomes, and effective and productive lifelong relationships. The purpose of this action research study was to investigate the current process of obtaining student support at a Montessori school to improve the communication and collaboration between classroom teachers and student support teachers to and strengthen and clarify the process and to better support one another as educators who use two different methodologies of instruction to support students struggling with academic or social-emotional issues in the classroom. Participants and data collected in Cycle 1 consisted of interviews with classroom teachers, student support teachers, and school administrators. Additionally, a document review of current resources and forms used at the research site were analyzed. Action steps including the creation of new materials and training. Cycle 2 launched a co-created framework for scaffolding the communication between classroom and their student support team partners outside of the classroom. Findings included a desire to collaborate, a need for support and training, and the necessity of systems and structures in the institution that can exist regardless of faculty and staff turnover. Implications for the organization included opportunities to re-engage teachers with professional development, training, and structure to support their work with students and each other.
Language: English
Published: Boston, Massachusetts, 2023
Book
Multimodality Across Classrooms: Learning About and Through Different Modalities
Available from: Taylor and Francis Online
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Abstract/Notes: This volume takes a broad view of multimodality as it applies to a wide range of subject areas, curriculum design, and classroom processes to examine the ways in which multiple modes combine in contemporary classrooms and its subsequent impact on student learning. Grounded in a systemic functional linguistic framework and featuring contributions from scholars across educational and multimodal research, the book begins with a historical overview of multimodality’s place in Western education and then moves to a discussion of the challenges and rewards of integrating multimodal texts and ever-evolving technologies in a variety of settings, include primary, language, music, early childhood, Montessori, and online classrooms. As a state of the art of teaching and learning through different modalities in different educational contexts, this book is an indispensable resource for students and scholars in applied linguistics, multimodality, and language education.
Language: English
Published: New York, New York: Routledge, 2019
Edition: 1st
ISBN: 978-0-203-70107-2 978-1-138-57440-3
Series: Studies in Multimodality
Book
Understanding Sustainability in Early Childhood Education: Case Studies and Approaches from Across the UK
Available from: Taylor and Francis Online
England, Europe, Northern Europe, Northern Ireland, Scotland, Sustainability, United Kingdom, Wales
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Abstract/Notes: This unique book explores research related to education for sustainability within early childhood education in the United Kingdom. Divided into the four home nations, it examines what education for sustainability looks like in practice, discusses the different application and positions of each region, and considers the contribution of early childhood education to support the Sustainable Development Goals. Each chapter considers the relevant early years framework and includes associated case studies which highlight connections between statutory guidance, policy and positive early years pedagogical practice. The authors use an education for sustainability lens to explore the critical issues and explicit and implicit links embedded in each of the curricula frameworks. Each chapter acknowledges the context of outdoor learning with discussion related to different interpretations of ecological sustainability. This exploration should help readers to consider the idea of sustainability within early childhood education. The book considers early childhood education as a distinct and valuable phase beyond the readiness for school discourse and recognises the importance of having skilful and knowledgeable adults to work with young children from birth. It offers a unique resource for students, practitioners, leaders and researchers engaged in the study of education for sustainability in early childhood and the importance of the early years for the development of life-long pro-environmental attitudes.
Language: English
Published: New York, New York: Routledge, 2017
Edition: 1st
ISBN: 978-1-315-64250-5
Article
Embodying the Montessori Challenge as a Totality: Understanding Refinement across the Planes of Education
Publication: NAMTA Journal, vol. 31, no. 2
Date: 2006
Pages: 197–209
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Margaret E. Stephenson: Following the Child Across the Planes of Development
Publication: NAMTA Journal, vol. 25, no. 3
Date: 2000
Pages: 1–3
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Normalization and Normality Across the Planes of Development
Publication: NAMTA Journal, vol. 22, no. 2
Date: 1997
Pages: 122-136
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Clarifies the meanings of the terms "normalization" and "normality," broadens the discussion of normality beyond Montessori's first plane of development, and explores the unique conditions conducive to normality in the second and third planes. (EV)
Language: English
ISSN: 1522-9734
Article
A Cluster-Randomized Crossover Trial of Montessori Activities Delivered by Family Carers to Nursing Home Residents with Behavioral and Psychological Symptoms of Dementia
Available from: Cambridge University Press
Publication: International Psychogeriatrics, vol. 32, no. 3
Date: 2020
Pages: 347-358
Alzheimer's disease, Australasia, Australia, Australia and New Zealand, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Oceania
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Abstract/Notes: One-on-one structured Montessori-based activities conducted with people with dementia can improve agitation and enhance engagement. These activities may however not always be implemented by nursing home staff. Family members may present an untapped resource for enabling these activities. This study aimed to evaluate the impact of the Montessori activities implemented by family members on visitation experiences with people who have dementia. This study strengthens the evidence base for the use of the Montessori programs in increasing well-being in nursing home residents. The findings also provide evidence that family members are an additional valuable resource in implementing structured activities such as the Montessori program with residents.
Language: English
DOI: 10.1017/S1041610219001819
ISSN: 1041-6102, 1741-203X
Article
Socialization through the Partnership with Prairie Crossing [Montessori School of Lake Forest, Illinois]
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 109–115
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Meadow Across the Creek
Publication: NAMTA Journal, vol. 25, no. 2
Date: 2000
Pages: 129–137
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734