Language: English

Published: New York, New York: American Montessori Society, 2002

Abstract/Notes: The goal of the bachelor´s thesis was to research the quality of Lahti´s Montessori-Playschool in parent´s opinion. Later it is possible to use the results of this research to improve the function of the Lahti´s Mon-tessori-Playschool – the final aim is to create high-quality day care for the children of the playschool. The research was made with a questionnaire survey, which had both open questions and questions with limited options. The questions were operationalized from two main source: the quality estimation pattern of Hujala-Huttunen (1995) and also ”Varhaiskasvatussuunnitelman perusteet” (2005), which determinates the nationwide contents of the Finnish day care. This bachelor´s thesis has introduction of these two sources and there is also presentation of other alternative ways to research the quality of day-care. Research showed were that parents were pleased with many things in playschool´s function. In parents´ opinion many things that were typical for high-quality day care are fulfilled in Lahti´s Montessori-Playschool. Results also revealed where the weaknesses were, which is a good start for development work. / Opinnäytetyössä tutkittiin, kuinka tyytyväisiä Lahden Montessori-leikkikoululaisten vanhemmat olivat lastensa varhaiskasvatuspalveluun, ja kuinka vanhempien mielestä leikkikoulussa toteutuivat erilaiset hyvänlaatuisen varhaiskasvatuspalvelun osa-alueet. Tutkimuksen tulosten avulla on tarkoitus kehittää Montessori-leikkikoulun toimintaa leikkikoulun lapsille entistä laadukkaammaksi. Tutkimuksen teoreettisena viitekehyksenä käytettiin erityisesti Hujala-Huttusen (1995) päivähoidon laa-dunarviointimallia ja valtakunnallisia ”Varhaiskasvatussuunnitelma perusteita” (2005). Teoreettisen vii-tekehyksen pohjalta valmistettiin sekä suljettuja että avoimia kysymyksiä sisältävän lomakekyselyn leik-kikoululaisten vanhemmille. Vanhempien vastaukset taulukoitiin, ja vastausten yhteydessä on vielä ku-vattu, miksi juuri tutkimuksessa mukana olevat asiat ovat oleellisia varhaiskasvatuksen laatua tutkiessa. Lisäksi työssä on esitelty muita vaihtoehtoisia laadunarviointimalleja ja perusteltu varhaiskasvatuksen laadun arvioimisen tärkeyttä. Tutkimuksen tuloksena Lahden Montessori-leikkikoululaisten vanhempien vastauksista tuli ilmi, että vanhemmat ovat tyytyväisiä hyvin moneen hyvälaatuisen varhaiskasvatuksen osa-alueeseen lapsensa varhaiskasvatuspalvelussa. Tuloksista on helppo huomata, missä asioissa on parantamisen varaa ja mitkä asiat ovat jo nyt hyvin leikkikoulussa. Kyselyn tuloksia voidaan jatkossa käyttää yksikön laadun kehittämisessä tai varhaiskasvatussuunnitelman päivittämisessä.

Language: Finnish

Published: Mikkeli, Finland, 2010

Abstract/Notes: The Montessori-Inspired Lifestyle® (MIL) was implemented as the foundation of care in several assisted living memory care (ALMC) neighborhoods to enhance meaningful social roles, engagement, and focus on residents' remaining capabilities. The purpose of this quality improvement project was to evaluate the outcomes regarding resident levels of engagement and prescribed antipsychotic medications before and after MIL implementation. A total of 85 residents were observed for 10-minute periods seven times during 1 day to ascertain the level of engagement during meals and planned and unplanned activities. Positive engagement minutes increased after MIL implementation for activities and meals. Outcomes of this project support the MIL as a foundation of care for ALMC residents and have raised the awareness for addressing diverse cognitive abilities. The need for reoccurring training for the sustainability of this model of care was recognized. [Journal of Gerontological Nursing, 46(5), 40–46.]

Language: English

DOI: 10.3928/00989134-20200409-01

ISSN: 1938-243X, 0098-9134

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: This thesis focuses upon the explosion of renewed interest in the USA and Australia in the methods of Montessori and examines the direction being taken by the present day exponents of the Montessori system. The thesis sets out to show how a flexible philosophy became a rigid method; how the theory and practice of the Montessori method became a contradiction in terms. In theory, a timeless method; in practice it became institutionalised and unchangeable, while remaining a viable alternative for many areas of contemporary education. An examination of the current research into the Montessori method, while substantiating some of the claims made by her protagonists, confutes many of the other assertions made by them. The writer sees the Montessori method as a viable model of teaching equally applicable to the modern educational setting as it was to a past pedagogical arena and proceeds to demonstrate how the method can be extended, and interrelated with recent educational procedures. Thus the thesis tentatively places the Montessori method, a model that begins with observation and ends with discovery, in its correct philosophical and historical setting. It is not a cure for all the educational problems of today, much as some enthusiasts would like to believe, but rather the efforts of a pioneering genius, who developed educational practices based on an approach to children that had never before been tried

Language: English

Published: Queensland, Australia, 1984

Abstract/Notes: Paper presented at the SRA workshop for teachers of the culturally disadvantaged, San Antonio, Texas.

Language: English

Published: San Antonio, Texas: [s.n.], 1966

Abstract/Notes: Montessori Partners Serving All Children (MPSAC) is a collaborative between the Montessori Center of Minnesota (MCM) and metro-area organizations. The goal of MPSAC is to demonstrate how the Montessori approach, starting with early education, can be viable, effective, culturally responsive, and accessible for all Minnesota children, including low income children from culturally distinct families and communities. Toward that end, MCM commissioned a three-year evaluation of its MPSAC initiative, currently a partnership with four participating community-led schools. This report presents comparative data and findings from that evaluation process, including data and analysis for this third and final year. The MPSAC initiative engaged partners in community-led Montessori schools in a three-year evaluation to assess the progress of children, staff, and schools in the following areas: School structures and quality (classroom environments, professional development, ongoing mentoring, and administrative technical assistance for newly formed schools); Children’s academic, cognitive, social, and physical health; and Successful inclusion and support of parents and community.

Language: English

Published: [Minnesota], 2015

Abstract/Notes: An evaluation was conducted of a comprehensive plan to restructure a primary school in Candler County, Georgia, into a non-graded, multi-age, continuous progress learning center. The project entailed restructuring the classroom, implementing a shared decision-making structure, developing a learning curriculum, and using portfolio assessment to monitor student progress. The project was evaluated on three objectives: academic success, positive self-esteem and socialization, and the project's shared decision-making structure. These objectives were evaluated according to a case-study design, with the inclusion of quantitative and qualitative techniques. Academic success was examined through the following instruments: the Iowa Test of Basic Skills, portfolio writing, an informal reading inventory, and teacher ranking. Parent questionnaires, teacher questionnaires, and teacher interviews were used to evaluate positive self-esteem and socialization. Teacher interviews, teacher workshops,

Language: English

Abstract/Notes: Literature regarding Montessori-based activities with older adults with dementia is fairly common with early stages of dementia. Conversely, research on said activities with individuals experiencing late-stage dementia is limited because of logistical difficulties in sampling and data collection. Given the need to understand risks and benefits of treatments for individuals with late-stage dementia, specifically regarding their mental and behavioral health, this study sought to evaluate the effects of a Montessori-based activity program implemented in a long-term care facility. Utilizing an interrupted time series design, trained staff completed observation-based measures for 43 residents with late-stage dementia at three intervals over six months. Empirical measures assessed mental health (anxiety, psychological well-being, quality of life) and behavioral health (problem behaviors, social engagement, capacity for activities of daily living). Group differences were observed via repeated measures ANOVA and paired-samples t-tests. The aggregate, longitudinal results—from baseline to final data interval—for the psychological and behavioral health measures were as follows: problem behaviors diminished though not significantly; social engagement decreased significantly; capacities for activities of daily living decreased significantly; quality of life increased slightly but not significantly; anxiety decreased slightly but not significantly; and psychological well-being significantly decreased. Improvements observed for quality of life and problem behaviors may yield promise for Montessori-based activities and related health care practices. The rapid physiological and cognitive deterioration from late-stage dementia should be considered when interpreting these results.

Language: English

DOI: 10.1177/1471301217703242

ISSN: 1741-2684, 1471-3012

Abstract/Notes: The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in City Montessori Schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the Health Standards Test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the Lucknow Education Board.

Language: English

Published: Rochester, New York, Mar 27, 2013