Abstract/Notes: Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing their own sentences.

Language: English

ISSN: 1522-9734

Abstract/Notes: This study was conducted to discover whether Chinese children would go through a similar process of building their theories of print as their English-speaking peers, and whether different schooling (traditional Chinese schooling and Montessori schooling) in the same cultural context affect children's literacy development in different ways. 79 children of age four and age five respectively from one traditional school and one Montessori school were participated in the study. This study found that there were similarities in the early phases of reading and writing development between two languages, Chinese and English. Children from different schooling systems in the same cultural context showed different developmental performance in these tasks indicating that different schooling may have different impacts on children's development of reading and writing. Children from traditional Chinese kindergarten performed better than those from Montessori school in both tasks.

Language: English

Published: Toronto, Canada, 2004

Abstract/Notes: Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick’s sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers’ identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers’ experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study’s findings.

Language: English

DOI: 10.17161/jomr.v9i1.18861

ISSN: 2378-3923

Abstract/Notes: The need for educational reform in public schools is an ever-present topic of research. The diverse learning needs of students makes the lack of alternative teaching methods practiced in public schools a pressing issue. The aim of this research paper is to educate and inform teachers on the alternative teaching practices found in Montessori education and asks whether Montessori teaching strategies could supplement public school classrooms. Using the methodology of a field research interview and review of scientific data, the research reveals that the Montessori method often produces greater academic, behavioral, and social development in students than those in public, non-Montessori schools. The findings demonstrate the success that Montessori education can offer some individuals and stresses the need for all educators to be informed of such teaching practices to supplement their classroom's pedagogical approach.

Language: English

Published: Chico, California, 2023

Abstract/Notes: Straipsnyje pateikiama alternatyvių ugdymo įstaigų samprata, išryškinamas poreikis kurti alternatyvias ugdymo įstaigas. Siekiama parodyti jų istorinę raidą, atskleisti ištakas ir sąsajas su XX a. pradžios naujosiomis ir progresyviomis mokyklomis Vakarų Europoje ir JAV. / The article presents the conception of alternative schools, emphasizes the need to establish alternative educational institutions. Also the tips of alternative schools are presented: independent, religious community, some private, humanistic schools - M. Montessori, Waldorf, experimental schools, alternative state schools - „magnet", charter and others (other classifications exist too). The main attention is paid to Montessori and Waldorf schools. The author discloses the historical development of alternative schools, discovers historical sources and the connections with new and progressive schools of the beginning of XX century in the Western Europe and USA.

Language: Lithuanian

DOI: 10.15388/ActPaed.2004.13.9643

ISSN: 1392-5016, 1648-665X

Abstract/Notes: In the thesis we study the visibility of good manners in children’s everyday activities within the Montessori Pedagogy frame of reference. The aim of our thesis is to study if the instructors’ objectives are realized and how good manners show in children’s everyday activities. This study was conducted using qualitative methods, we aimed to gather an in-depth understanding of the benefits of Montessori pedagogy. We collected the material by inter-viewing kindergarten teachers and video-recording children in their everyday activities at the kindergarten. The interviews were analyzed using theory-oriented content analysis and the observation matrix was created on the basis of the results of the interview analysis. The observation data were analyzed using the observation matrix. The interviews revealed the importance of adult exemplary behavior, common rules, respect for others and for the environment, settling disputes by discussing and practicing good manners. Calm behavior of the groups can easily be detected from the observations. The adult’s consistent behavior is a model for the children. Children are given time and opportunities to solve disputes by themselves. Adults are continuously observing children’s activities and helping them when needed. The children’s way to interact with each other and their daily activities often includes respect for each other in addition to supporting, advising and helping each other. Caring for the environment is commonly noticeable in the children’s daily activities. The adults aim to practice Montessori pedagogy in their daily activities and encourage the children to practice good behavior and manners. Children practice good manners sponta-neously, without the adult guidance. Especially in the presence of adults children strive to practice the learned behavior-models. Continuous quality evaluation is important when developing early childhood education. From a quality perspective it is highly important to evaluate the teacher’s activities and behaviors and their relevance when working with children. It is also advisable to ponder the significance of early childhood education for the child’s future. / Opinnäytetyössä tutkitaan hyvien käytöstapojen näkymistä lasten arjessa montessoripedagogiikan viitekehyksessä. Opinnäytetyön tarkoituksena on selvittää, toteutuvatko ohjaajien määrittelemät kasvatustavoitteet tapakasvatuksen osalta leikkikoulun toiminnassa ja miten hyvät tavat näkyvät lasten arjen toiminnassa. Opinnäytetyön yhteistyökumppaneina ovat kaksi pääkaupunkiseudun Montessori-leikkikoulua. Opinnäytetyö on kvalitatiivinen eli laadullinen tutkielma. Aineisto on kerätty haastattelemalla leikkikoulujen työntekijöitä ja havainnoimalla lapsista kuvattuja videoita heidän arkisissa toiminnoissaan. Haastatteluaineisto on analysoitu käyttäen teoriaohjaavaa sisällönanalyy-simenetelmää. Havainnointirunko on laadittu haastatteluanalyysin tulosten pohjalta. Videomateriaalin analyysin tukena on käytetty havainnointirunkoa. Haastatteluissa tuli esille aikuisen esimerkin tärkeys, yhteiset säännöt, toisten huomioiminen, ympäristön kunnioittaminen, ristiriitatilanteiden selvittäminen keskustelemalla sekä hyvien tapojen harjoitteleminen. Havainnointituloksista näkyy hyvin ryhmien rauhallisuus. Aikuiset käyttäytyvät tilanteissa johdonmukaisesti ja ovat käytöksellään mallina lapsille. Lapsille pyritään antamaan aikaa ja tilaisuuksia selvittää tilanteita itse. Aikuiset seuraavat jatkuvasti lasten toimintaa ja ohjaavat heitä tilanteissa, joissa lapset tarvitsevat tukea. Lasten välisessä toiminnassa ja vuorovaikutuksessa näkyy usein toisten huomioon ottamista, tukemista, neuvomista ja auttamista. Lasten toiminnassa näkyy monella tavalla ympäristöstä huolehtiminen. Aikuiset pyrkivät pääsääntöisesti toteuttamaan toiminnassaan montessoripedagogiikan mukaista tapakasvatusta ja kannustavat lapsia käyttäytymään hyvien käytöstapojen mukaisesti. Lasten spontaanissa toiminnassa näkyy ainakin osa leikkikoulun ohjaajien välittämästä tapakasvatusmallista. Lapset pyrkivät erityisesti aikuisten läsnä ollessa toteuttamaan opittuja käyttäytymismalleja. Hyvän varhaiskasvatuksen kehittämiseen kuuluu jatkuva laaduntarkastelu. Laadukkaan varhaiskasvatuksen kannalta on tärkeää tarkastella varhaiskasvattajien toiminnan ja mallin merkitystä lasten kanssa työskennellessä. On hyvä myös pohtia sitä, kuinka merkittävä rooli varhaiskasvatuksella on lapsen myöhemmän elämän kannalta.

Language: Finnish

Published: Helsinki, Finland, 2013

Abstract/Notes: In dit praktijkonderzoek wordt er getracht een antwoord te vinden op de onderzoeksvraag ' Welke verschillende vormen van evaluatie worden door leerkrachten binnen het Montessori-, het Dalton-, het Steiner- en het Freinetonderwijs gebruikt om de vorderingen van hun leerlingen bij te houden?' Om hierop een antwoord te vinden ben ik de klaspraktijk van methodescholen gaan observeren. Verder heb ik leerkrachten die les geven in deze methodescholen bevraagd. Deze observaties en bevragingen heb ik in een Daltonschool, een Montessorischool en een Freinetschool kunnen doen.Allereerst heb ik kennis gemaakt met de visies van verschillende methodescholen. Methodescholen waren voor mij immers onbekend terrein. Na dit beschreven te hebben in de literatuurstudie heb ik een vragenlijst opgesteld waarop ik zeker antwoorden wou vinden in verband met de manier van evalueren in methodescholen. Deze vragen gingen zowel over hoe de leerkracht in het oog houdt hoever de leerlingen zitten in het leerproces als over de manier van toetsen van kennis. Met deze vragen ben ik naar de methodescholen getrokken om antwoorden te vinden en dus te onderzoeken hoe de scholen aan evaluatie doen.Tijdens het onderzoek heb ik het onderwerp evaluatie opgesplitst in twee delen, namelijk in formatieve en summatieve evaluatie. Er is namelijk een groot verschil tussen het evalueren tijdens de lessen om te achterhalen in hoeverre de leerlingen de leerstof al begrijpen en het evalueren op het einde van de rit om de leerstof af te sluiten en te beoordelen of de leerlingen het kunnen.Uit de resultaten van het onderzoek kan ik concluderen dat de manieren van evaluatie binnen de verschillende methodescholen leerrijk zijn. Zoals de visie van de methodescholen me al vertelt, wordt er veel rekening gehouden met de individuele leerling. Dit kan je ook vaststellen bij de manier van evaluatie. De leerlingen krijgen de kans om op eigen tempo de leerstof te exploreren. Het is als leerkracht wel belangrijk dat je op de hoogte bent van de vorderingen van de leerlingen. Als de leerlingen ver genoeg gevorderd zijn zal er pas 'getest' worden. Er wordt met andere woorden pas getest wanneer de leerkracht er van overtuigd is dat de leerling het kan. Deze testen dienen dan als bevestiging van de kennis voor de leerling en leerkracht en niet als middel om te ondervinden of de leerling de leerstof goed genoeg beheert.

Language: Dutch

Published: Vorselaar, Belgium, 2016

Abstract/Notes: Chapter/Section 8 of the book. This was also published as a ERIC document.

Language: English

Published: Norwood, New Jersey: Ablex, 1986

ISBN: 978-0-89391-289-5 0-89391-289-1

Volume: 6

Abstract/Notes: This comparison is based on the authors' selective review of literature, observations of Montessori preschools in America and Australia, and experience in early childhood teacher education in Australia. The discussion explores general educational objectives, curricula, children's activities, instructional approaches, and teacher role in preschools implementing Montessorian and eclectic (or "regular") approaches. The preparation of early childhood teachers for Montessori and regular preschools is also compared and discussed in relation to advances in knowledge of child development and modern educational theory and practice. Recent research comparing educational outcomes of Montessori and regular preschool education is cited. The discussion concludes with an evaluation of the relevance and usefulness of the Montessori approach within the fields of preschool education and teacher education today.

Language: English

Abstract/Notes: In the following report, Hanover Research compares two prominent models of Montessori education in the United States: the Association Montessori Internationale and the American Montessori Society. After an analysis of their similarities and differences, this report profiles several school districts that have implemented coherent and well-aligned Montessori programs.

Language: English

Published: Arlington, Virginia, Sep 2016