Language: English

ISSN: 1071-6246

Language: German

Language: English

Published: Oxford, England: Clio, 1997

ISBN: 1-85109-296-X

Series: The Clio Montessori series

Abstract/Notes: Die hier ermöglichten Schaffensprozesse kombiniert mit dem kindlichen kreativen Potenzial sind die Basis für künstlerisch aktive Kinder. Bildnerisches Gestalten als wichtige kindliche Ausdrucksform, Unterstützung der feinmotorischen Koordination, Wecken von Experimentierfreude und Entdecken des eigenen Gefühls für Ästhetik sind Notwendigkeiten für die Kreativität. [The creative processes made possible here combined with the child's creative potential are the basis for artistically active children. Artistic design as an important form of expression for children, support for fine motor coordination, arousing the willingness to experiment and discovering one's own feeling for aesthetics are necessities for creativity.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2020

Edition: 2nd ed.

ISBN: 978-3-451-37828-7 3-451-37828-0

Series: Montessori-Praxis (Herder)

Language: English

Published: Cleveland, Ohio: NAMTA, 1986

Abstract/Notes: Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discipline disparities resolves ambiguities inherent in traditional measures of disparities: relative rate ratios and risk differences. One previous study suggests there is less racial discipline disproportionality in Montessori schools, so we used our new approach, along with relative rate ratios and risk differences, to compare discipline disproportionality in a sample of Title 1 Montessori and non-Montessori schools identified using propensity score matching. Using the multilevel model clarified results from other measures: Discipline disproportionality was similar across school settings, even though overall rates were significantly lower in the Montessori schools.

Language: English

DOI: 10.1080/19345747.2023.2186991

ISSN: 1934-5747

Language: English

ISSN: 0889-5643

Language: Polish

ISSN: 1896-2327, 2353-7787

Abstract/Notes: This study examined the impact of Montessori training provided to Assistants in authentic Montessori schools that are operating as licensed childcare centers. The study looked at correlations between the implementation of a Montessori specific training program for Assistants and how that impacted the active engagement of the children throughout the morning work cycle. The Lead Teacher in the participating classroom was asked to take a time sampling of the students' engagement levels every 30 minutes during the morning work cycle for a 2 week period of time. This quantitative analysis was completed to determine how many children were wandering, actively engaged, disengaged or actively disengaged in their work. After the data collection period ended, Assistants were given training that focused on the Montessori method and philosophy, classroom management, and feedback/expectations in their role. Post-training, the goal was to conduct another 2 week round of time sampling to analyze if the engagement level of the children increased. However, during the training period, turnover at the participating school increased from 3% to 33%, leaving the researcher unable to fully complete the training before conducting another round of time sampling. Interviews during and after this period of time indicated that the reason for the turnover was due to an inauthentic Montessori classroom feel (55% of respondents) and/or personal reasons (45% of respondents.) With further research, the root causes of the "inauthentic classroom feel" were narrowed down to difficult child behaviors, transitions of children moving from the toddler room to the children's house room, and, overwhelmingly, a lack of Assistant training. While the original research project was unable to be completed due to the staff turnover, the root cause of the turnover pointed to the necessity of implementing an Assistant Training program in the future. Not only would this potentially decrease Teacher and Assistant turnover in the Montessori classroom, but better retention and more highly trained staff would most certainly have a positive impact on child engagement in the classroom.

Language: English

Published: River Falls, Wisconsin, 2019

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220