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Article
Differences in Mathematical Understanding Between Brain-Based and Montessori Learning Viewed from Self-Regulated Learning
Available from: STKIP Kusuma Negara
Publication: Proceeding of International Conference on Education, vol. 2
Date: 2024
Pages: 130-135
Mathematics education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This study aims to know: (1) the difference in students’ mathematical understanding (SMU) between Brain Based Learning (BBL) and Montessori learning; (2) the difference in students’ Self-Regulated Learning (SRL) between Brain Based Learning (BBL) and Montessori learning; and (3) the difference in SMU between BBL and Montessori learning in each category of SRL. This quasi-experimental research applies a quantitative approach with a posttest only control group design. The selection of research samples was carried out using purpose sampling. The results of this study are: (1) there is no difference in understanding of mathematics between students who are taught with the BBL model or with the Montessori method; (2) there are no differences in SRL between learning classes; (3) there is no significant difference in SRL between categories in BBL and Montessori classes.
Language: English
ISSN: 2964-7479
Article
Nutritionist Jan's Brainy Breakfast for Kids
Available from: ISSUU
Publication: Tomorrow's Child, vol. 22, no. 4
Date: Sep 2014
Pages: 29
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Language: English
ISSN: 1071-6246
Article
Book Review: Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
Available from: ISSUU
Publication: Montessori Leadership, vol. 22, no. 4
Date: 2020
Pages: 20-21
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Language: English
Article
New Advances in Understanding Sensitive Periods in Brain Development
Available from: SAGE Journals
Publication: Current Directions in Psychological Science, vol. 17, no. 1
Date: 2008
Pages: 1-5
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Abstract/Notes: Is a dog ever too old to learn new tricks? We review recent findings on sensitive periods in brain development, ranging from sensory processing to high-level cognitive abilities in humans. We conclude that there are multiple varieties of, and mechanisms underlying, these changes. However, many sensitive periods may be a consequence of the basic processes underlying postnatal functional brain development.
Language: English
DOI: 10.1111/j.1467-8721.2008.00537.x
ISSN: 0963-7214, 1467-8721
Article
Dr. Montessori and the Implications of Current Brain Research
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
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Language: English
Article
Brain Research Supports Teaching Self-Control
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 2
Date: Winter 1996
Pages: 4, 26
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Abstract/Notes: Review of 'Emotional Intelligence' by Daniel Goleman
Language: English
ISSN: 1071-6246
Article
Brain Teasers for a Slow Afternoon
Publication: Montessori Elementary Newsletter, vol. 5, no. 2
Date: May 10, 1976
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Language: English
Article
No Brake on Brains in Rome School [Villa Nazareth]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Montessori Information Items, no. 4
Date: 1963?
Pages: 8-9
Europe, Italy, Southern Europe
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Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio). Reprinted from Catholic Universe Bulletin (Cleveland, Ohio; August 8, 1958).
Language: English
Article
Music, the Brain, and Education
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 3
Date: Summer 2005
Pages: 40-45
Montessori method of education, Music - Instruction and study, Neuroscience
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Abstract/Notes: This article focuses on role of music education. If the society has changed how it values music, it is certainly worthwhile to reevaluate the role music should play in the education and development of a child. Children are not predisposed to be able to understand one style of music over another. Rather they learn traits of the style of their culture, just as they learn the grammar and syntax of their native tongue. In fact, the parallel with language, at least on this developmental level, is quite appropriate. Very early in their lives, infants are able to distinguish subtle differences in pitch and timbre (the qualities of a sound). At the same time, though, that a child's brain begins to focus on the sounds produced by what will become the primary language, his ears also become attuned to and accustomed to the content of the music of his society. Above all, it is important to remember that a child's brain learns how to process the sounds that meet his ear through repeated exposure. There are three models commonly used for bringing music into the classroom. The first is the most traditional, teaching music as a subject with the hope of turning out young people proficient in performing music. The second model is a more recent development, the result of much research into the neuroscience of learning that suggests that music can aid the brain in acquiring new information. The third model has traditionally been reserved only for younger children, and it involves music in the classroom as a kind of entertainment or diversion. Each of these models has value and deserves a place in the educational system, but each can be reevaluated in light of new perspectives on music. Any effects music can have on a developing brain are dependent on previous exposure, on a child's having begun to learn the syntax of the music he has heard. And any aesthetic and emotional power music can wield is dependent not only on the performers, but also on the listeners having a shared musicabulary. In short, music has beneficial effects only to the extent that music is shared: Active music making must be a part of daily lives if it is to have any long-term effects.
Language: English
ISSN: 1054-0040
Article
The Fragile Brain
Publication: Montessori Life, vol. 13, no. 4
Date: 2001
Pages: 14
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Abstract/Notes: Review of Different Brains, Different Learners by Eric Jensen
Language: English
ISSN: 1054-0040