For faster results please use our Quick Search engine.
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement
Available from: Bethel University - Institutional Repository
Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.
Published: St. Paul, Minnesota, 2023
A utilização do Método Montessori como ferramenta para contribuição do desenvolvimento socioemocional na primeira infância / The use of the Montessori Method as a tool to contribute to early childhood socio-emotional development
Available from: European Publications
Publication: Cuadernos de Educación y Desarrollo, vol. 15, no. 9
Abstract/Notes: When intrapersonal conflicts are observed in the resolution of everyday setbacks in most children who are experiencing early childhood (2 to 6 (two to six years)), there was a need to elaborate this research in order to find ways that can contribute to the processes of building socio-emotional knowledge. Therefore, we want to analyze whether and how the Montessori Method can contribute to this development of the subject when it needs to resolve conflicts. In view of this, the application of the Montessori method may be a methodology capable of helping to alleviate, or even to resolve, the problem. This method seeks to make children more independent as to the mastery of their emotional and social stability. The general objective of this article is to analyze the contribution of the Montessori Method to the independence of children, in the area of their socio-emotional aspects. The specific objectives are: to clarify what intrapersonal conflicts are and to exemplify situations; to understand the Montessori Method when it comes to autonomy and independence in childhood and to ratify the contribution of the method to socio-emotional development. The sequence of discussion sessions of the article deals with subjects that can clarify the aforementioned objectives, which are called: Intra-personal conflicts and example of situations; Montessori method - autonomy and independence of children and contribution of the Montessori method to socioemotional development in early childhood. The methodology used for this research is qualitative and bibliographic, since concepts and reflections that already exist on the theme will be analyzed. The expectation of the authors is that adults who read this article can promote actions and behaviors that contribute to the independence and autonomy of children, mainly in relation to the domain of emotional stability, so that children learn to deal with their intrapersonal conflicts in a natural, reflective, calm and direct way; demonstrating the possible contribution of the method in the maturation of this domain. / Ao serem observados conflitos intrapessoais na resolução de contratempos cotidianos em grande parte das crianças que estão vivenciando a primeira infância (2 a 6 (dois a seis anos)), houve a necessidade de elaborar esta pesquisa a fim de encontrar maneiras que possam contribuir para os processos de construção de conhecimentos socioemocionais. Portanto deseja-se analisar se, e como, o Método Montessori pode contribuir para este desenvolvimento do sujeito quando este necessita resolver conflitos. Em vista disso, a aplicação do Método Montessori pode ser uma metodologia capaz de contribuir para amenizar, ou até mesmo, para uma possível resolução da problemática. Este método procura tornar as crianças mais independentes quanto ao domínio de suas estabilidades emocionais e sociais. O objetivo geral deste artigo consiste em analisar a contribuição do Método Montessori para a independência das crianças, quanto ao domínio dos seus aspectos socioemocionais. Quanto aos objetivos específicos destaca-se: esclarecer o que são os conflitos intrapessoais e exemplificar situações; compreender o Método Montessori quando se trata de autonomia e independência na infância e ratificar a contribuição do método para o desenvolvimento socioemocional. A sequência de sessões de discussão do artigo trata de assuntos que possam esclarecer os objetivos supracitados, os quais são denominados: Conflitos intrapessoais e exemplo de situações; Método Montessori – autonomia e independência infantil e contribuição do Método Montessori para o desenvolvimento socioemocional na primeira infância. A metodologia utilizada para esta pesquisa é qualitativa e bibliográfica, pois serão analisados conceitos e reflexões que já existem a respeito do tema. A expectativa das autoras é que os adultos que lerem este artigo possam promover ações e condutas que contribuam para a independência e autonomia das crianças, principalmente, com relação ao domínio da estabilidade emocional, para que as crianças aprendam a lidar com seus conflitos intrapessoais de maneira natural, reflexiva, calma e direta; demonstrando a possível contribuição do método na maturação deste domínio.
Exploring New Approaches to Youth Sports Programs: Montessori Motor Development
Available from: Taylor and Francis Online
Publication: Journal of Physical Education, Recreation & Dance, vol. 94, no. 7
Abstract/Notes: Children are being introduced to organized sports programs at younger ages today. The first experience sets the stage for how they may view their physical competency and acceptance within a group. In these experiences, frequently, the coach is a well-intended parent who may not have any background in coaching or physical education training. Dr. Maria Montessori is widely known for her contributions to experiential learning for young children. Although Montessori addressed motor development through her pedagogical approach, it is rarely associated with physical education or sports. This article aims to provide some insight to educators, physical education teachers, coaches, and parents with an alternative approach to sport introduction through a Montessori theoretical lens which may allow children to develop a love for physical activity and/or future athletes.
Montessori Educational Thought and Its Implications for Family Education
Available from: Clausius Scientific Press
Publication: Applied & Educational Psychology, vol. 4, no. 8
Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.
Investigating the Effect of Cognitive Rehabilitation on the Memory Improvement of Patients With Alzheimer
Available from: University of Social Welfare and Rehabilitation Sciences (Iran)
Publication: Iranian Rehabilitation Journal, vol. 21, no. 2
Date: Jun 2023
Abstract/Notes: Objectives: Alzheimer's is the most prevalent cognitive disturbance, with a high spread among the elderly. The current research aims to investigate the impact of cognitive rehabilitation on the memory improvement of Alzheimer's disease patients. | Methods: The current research used a semi-experimental design with pre-test and post-test designs. The statistical population in Baghdad in 2021 included 60 patients with Alzheimer's illness, all considered a statistical sample and separated into two experimental and control groups (30 people in each group). The patient's cognitive abilities were assessed prior to the intervention (pre-test), straightly after the intervention (post-test), and two months later (follow-up). The experimental group had twenty-eight 45-minute sessions of training based on the Montessori Method (two sessions per week). The data were analyzed in SPSS version 19 using the independent t-test and repeated measures analysis of variance (ANOVA). The results have a P-value of less than 0.05. | Results: The findings of the independent t-test demonstrated that there is no significant differ between the scores of the both groups during the pre-test stage (P>0.05) but that this difference is significant during the post-test and follow-up stages (P<0.001). In addition, the findings of repeated measures ANOVA indicated a significant differ between the both groups' mean scores in post-test and follow-up (P<0.001). | Conclusion: Cognitive rehabilitation can help patients with memory disorders and positively affect their memory performance.
ISSN: 1735-3602, 1735-3610
Learning by Heart or with Heart: Brain Asymmetry Reflects Pedagogical Practices
Available from: MDPI
Publication: Brain Sciences, vol. 13, no. 9
Abstract/Notes: Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.
"Follow Your Heart": Heart-to-Brain-Driven Interplay Relates to Self-Congruency
Available from: Research Square
Abstract/Notes: When emotions, thoughts, and actions align, this is referred to as “self-congruency”. Therefore, this study aimed to determine how temporal covariance of the heart and brain signals were related to self-congruency. Thirty-eight healthy adults underwent functional magnetic resonance imaging to obtain neural markers of variability, whereas heart rate variability (HRV) was measured using photoplethysmography. Participants were also asked to report their level of self-congruency with a graphic rating scale. A cross-covariance analysis (CCA) was performed to assess the temporal covariance of signals arising from both organs, which was then correlated with self-congruency scores. Overall, the CCA results revealed brain-to-heart-driven interplay in brain regions involved in the neurovisceral integration model (e.g., ventromedial prefrontal cortex) and in emotion regulation (e.g., anterior cingulate). However, higher self-congruency scores were related to heart-to-brain-driven interplay in brain regions involved in emotion regulation and empathy. Together, the present findings suggest that, while global brain-to-heart-driven interplay occurs on average, it is heart-to-brain-driven interplay that reflects higher self-congruency. Given the impact of heart-brain interplay and self-congruency on mental health, further investigations on each concept could be interesting in developing tools for early intervention.
Published: Aug 30, 2023
The Effects of Mild but Chronic Stress at School on Brain Development: A Comparative Morphometric Study Between Traditionally and Montessori-schooled Children
Available from: Research Square
Abstract/Notes: While many children suffer from stress due to school-related factors, some alternative schooling systems, such as the Montessori pedagogy, emphasize stress-free learning environments (e.g., no grades, no tests, peer-peer learning). This study compared brain markers of stress, i.e., hippocampus, amygdala, and medial prefrontal cortex (mPFC) volumes, as a function of school experience. A cross-sectional comparative morphometric study was run between 45 traditionally schooled children and 44 Montessori-schooled children (3-12 years). While both groups were comparable in terms of cognitive abilities, socio-economic environment, and anxiety levels, volumetric values within their hippocampus and their mPFC differed. While there was hippocampal growth across development for all participants, there was a higher gain for Montessori-schooled children. Furthermore, female traditionally schooled children showed a loss in hippocampal and mPFC volume across age, while female Montessori-schooled children showed a gain. It seems that traditional pedagogical approaches induce mild but chronic stress, affecting underlying brain structures.
Published: Jun 22, 2023
Archival Material Or Collection
Grace Gallatin Seton-Thompson papers
Abstract/Notes: The collection includes biographical articles and clippings, correspondence, published writings and typescripts, memorabilia, notes, photographs, and organization files. Correspondence (1903-40) pertains to her travels, publications, and involvement in feminist and social organizations. Organizational files include minutes, agendas and reports relating to the International Council of Women (1915-26),the National Council of Women, and the Montessori Education Association of New York. Her work for the International Writers Conclave (Chicago, 1933) brought occasional correspondence from women authors around the world. Typescripts of articles and addresses including an essay on Chinese medicine and information on Dr. Mary Stone, medical missionary, China (n.d.). Material related to her world travels includes writings, correspondence, travel literature, maps and notes. Individuals represented include May Wright Sewall, Mary Eleanor Wilkins Freeman, Lena Madesin Phillips, and Kate Douglas Smith Wiggin.
The Urgent Need for an Early Years Workforce Strategy
Available from: MAG Online Library
Publication: Early Years Educator, vol. 24, no. 3
Date: Oct 2023
Abstract/Notes: Statistics published by the DfE in July show the proportion of staff working in the the early years sector with a relevant early years qualification has fallen since 2020. Dr Nathan Archer, director of the International Montessori Institute, outlines his thoughts on how the government could tackle the recruitment and retention crisis and the need for a workforce strategy.
ISSN: 1465-931X, 2052-4617
Technology in Administration and Education
Publication: Montessori Life, vol. 8, no. 1
Assessment in Montessori Education
Book Title: The Bloomsbury Handbook of Montessori Education
Abstract/Notes: Educational researchers are increasingly focused on evidence-based and holistic classroom assessment practices that encompass the teacher’s understanding of clear purposes and targets for assessment, as well as appropriate methodologies to yield accurate results and improve outcomes for all children. Montessori educators’ child-centered approach to observing and documenting children’s learning are aligned with formative-assessment practices like portfolios, which are assessments that take place throughout the learning process and which researchers are showing yield strong benefits for student learning. In addition, Montessori learning materials contain elements of embedded assessment designed to give evaluative feedback directly to the student as a natural part of the learning process. This chapter provides an overview of Montessori classroom assessment, discusses observation as the integral assessment strategy in Montessori education, assessment embedded in Montessori materials, and outlines current directions in Montessori assessment.
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
New Education in Texas [March, 1987 Conference]
Publication: Montessori Observer, vol. 8, no. 3
Date: May 1987
Pages: 1, 3
Are Multiage/Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study
Available from: ERIC
Fourth Annual National Create the Quality Schools Conference, April 6, 1995, Oklahoma City, Oklahoma
Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.
Preschool Educational Approaches: A Comparative Study
Available from: Comparative Education Society of Iran (CESIR)
Publication: Iranian Journal of Comparative Education, vol. 5, no. 2
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education
"Wann beginnt Montessori-Früherziehung?" ["When does early Montessori education start?"]
Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]
Published: Berlin, Germany: LIT Verlag, 2009
Series: Impulse der Reformpädagogik , 24
An Experiment in Education in India
Available from: Internet Archive
Publication: New Era in Home and School, vol. 34, no. 2
Date: Feb 1953
Impressions of the Study Conference on Peace and Education, March 23-31, 1985
Publication: AMI Elementary Alumni Association Newsletter, vol. 12, no. 3
Character Education: How It Fits in Montessori Classrooms
Publication: Public School Montessorian, vol. 18, no. 1
Date: Fall 2005
Abstract/Notes: Comparison with Character Education Partnership
Kindergarten's Actual Musical Education Field through Teachers' Voice / 교사의 목소리로 통해 본 유치원 현장의 음악교육
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 17, no. 1
Abstract/Notes: By monitoring kindergarten musical activities in-depth interviewing with four kindergarten teachers, this paper researched kindergarten teachers' attitudes toward musical educations, ways of their plan and implementing educations, thoughts about musical educations programed by private institutions and difficulties of educating musical educations to students. Thus, research topics were selected to improve understandings of musical educations, musical education practices' environments in kindergarten field regarding of three questions: First, how were actual educations like by a teacher's point of view?, Second, what were teachers' attitude toward on accepting musical educations programmed by private institutions? Third, what were teachers' difficulties for teaching musical educations? Based on the research result, answering the first question, "how were actual musical educations like by a teacher's point, musical educations were performing as subject of living discussion time and as the one of activities such as "Sing-Along". Answering the second question, what were teachers' attitude toward on accepting muscial educations programmed by private institutions?, the answer was found as the attitude was positive. Answering the third question, what were teachers' difficulties for teaching musical educations?, it was found that kindergarten teachers were struggling with advising musical education concepts due to a lack of confidence on educations and of applied ideas to musical educations. This research concluded that. However, by restraining the musical education, they were willing to teach musical educations to students systematically. Eventually, this research would challenged current kindergarten teachers to be suggested for needs of restraining musical education and systematic musical education. / 본 연구는 실제 유아교육현장에서 이루어지고 있는 음악교육을 통해 유아교사가 음악교육에 대해 어떠한 생각을 갖고 있으며, 교육현장에서 음악교육을 어떻게 계획하고 실행하는지, 유아교육현장에 들어오는 외부의 음악수업에 대한 교사의 생각은 어떠한지, 그리고 유아들에게 음악을 교육할 때 교사의 어려움이 무엇인지를 알아보고자 유치원 음악교육활동의 직접 관찰과 4명교사의 심층면담을 실시하였다. 본 연구에서 유아교육현장에서의 음악교육에 대한 이해와 유아들에게 실시되는 음악교육과 교사에게 필요한 음악적 환경, 교사들의 음악교육실행의 어려움에 대해 알아보기 위하여 다음과 같은 연구문제를 설정하였다. 첫째, 교사를 통해 본 유치원 현장의 음악 교육은 어떠한가? 둘째, 유치원에 들어오는 외부의 음악수업에 대한 교사의 생각은 어떠한가? 셋째, 음악교육을 통해 본 교사의 음악지도의 어려움은 무엇인가? 연구 결과 교사를 통해 본유치원의 음악 교육은 수업 속에 활용되는 음악으로 음악 교육이라기보다는 생활주제를 유아들에게 전달하는 방법으로 사용되고 있거나, ‘노래 부르기’와 같은 활동만으로 음악교육을 활용하고 있었다. 둘째, 교사들은 외부 음악 교육에 대해 긍정적으로 생각을 하였으며, 외부음악교육에 대해 그에 따른 교육상의 문제점에 대해서도 인지하고 있었다. 셋째, 교사를 통해 본 교사의 음악지도의 어려움은 음악적 자신감 결여와 지도방법의 연계방법 부족으로 인하여 음악적 개념지도의 어려움을 보여주고 있었다. 본 연구를 통해 현직교사들에게 음악 교육의 재교육의 필요성과 예비교사들을 위한 ‘유아음악교육전문 교사자격’ 체제를 실시하여 유아교육에서도 유아음악교육 전문성 교사 배출시스템 설계의 필요성을 제언하고자 한다.