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Article
Montessori-Based Activities Among Persons with Late-Stage Dementia: Evaluation of Mental and Behavioral Health Outcomes:
Available from: SAGE Journals
Publication: Dementia, vol. 18, no. 4
Date: 2019
Pages: 1373-1392
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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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
ISSN: 1741-2684, 1471-3012
Book
A Guide for the Self-Evaluation, Institutional Development and Accreditation of Montessori Schools Around the World
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Language: English
Published: Sarasota, Florida: The Montessori Foundation and the International Montessori Council, 2001
Bachelor's Thesis
Een andere visie op evalueren vanuit verschillende methodescholen [A different vision on evaluation from different method schools]
Available from: DOKS
Comparative education, Dalton laboratory plan - Evaluation, Freinet Modern School Movement - Evaluation, Montessori method of education - Evaluation, Waldorf method of education - Evaluation
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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
Report
An Evaluation of Montessori Education in South Carolina's Public Schools
Available from: The Riley Institute at Furman University
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, United States of America
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Abstract/Notes: With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina’s public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers’ perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar nonMontessori public school students, when examining academic, behavioral, and affective outcomes.
Language: English
Published: Greenville, South Carolina, 2018
Report
Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report.
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Abstract/Notes: A comprehensive instructional system to meet the needs of students of differing achievement and grade in the same classroom, this program is characterized by an innovative management system, procedures for continuous assessment of educational needs and achievement, a curriculum based on individual needs, and an emphasis on parent and community involvement. Called Meeting Students' Needs in the Multi-age Group Environment (MSN), the project served 205 students in first, second, and third grades of the Murch Elementary School in Washington, D.C. The evaluation described here focused on implementation of the program, student academic achievement, and self-reliant behavior. Data were gathered through observation, questionnaires, and student achievement tests. Evaluators concluded that (1) the program is meeting student needs in a multiage environment; (2) it can be replicated at other grade levels; (3) parents would like the program expanded to include more children; and (4) there is
Language: English
Published: Washington, D.C., Jan 1980
Article
1998-1999 Newsletter Evaluation Summary
Publication: AMI Elementary Alumni Association Newsletter, vol. 32, no. 1
Date: 1999
Pages: 12
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Language: English
Book Section
An Evaluation of the Montessori Method in Schools for Young Children
Available from: Books to Borrow @ Internet Archive
Book Title: Early Childhood Education Rediscovered: Readings
Pages: 92-96
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Language: English
Published: New York: Holt, Rinehart and Winston, 1968
Master's Thesis
An Analysis and Evaluation of the Montessori Theory of Inner Discipline
Available from: Loyola University Chicago
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Abstract/Notes: The purpose of this study is to examine and evaluate the characteristics of the Montessori Theory of Inner Discipline through the writings of Maria Montessori, through the material written about the Montessori Method, and in the light of current disciplinary usages. It is written in an attempt to provide at least a partial answer to the present disciplinary dilemma on the current American scene.
Language: English
Published: Chicago, Illinois, 1970
Conference Paper
Evaluation of Multi-Age Team (MAT) Implementation at Crabapple Middle School: Report for 1994-1995
Available from: ERIC
Annual Conference of the National Middle School Association (23nd, Baltimore, Maryland, October 31-November 3, 1996)
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Abstract/Notes: In fall 1993, administrators and faculty at the Crabappple Middle School in Roswell, Georgia, implemented the Multi-Age Team (MAT) program, creating multi-age teams of sixth-, seventh-, and eighth-grade students. The projects' main goal was to enhance self-esteem. Additional goals included implementation of interdisciplinary, thematic instruction; flexible scheduling; and Project Adventure, a program designed to build leadership, group relationships, and self-confidence. Other goals included the development of critical thinking, cooperative learning, hands-on learning, and inclusion grouping for learning disabled and gifted students. This 1994-95 report describes the evaluation procedures used, data collected, and the interpretation of the results. The quantitative data collected for the MAT and comparison student groups included the Iowa Test of Basic Skills (ITBS) results, Coopersmith Self-Esteem Inventory (SEI) scores, and attendance and behavior referral data. The ITBS math
Language: English
Book
The Holliday Montessori Magnet Elementary School, 1990-1991. Formative Evaluation
Academic achievement, Americas, Early childhood care and education, Early childhood education, Elementary education, Holliday Montessori School (Kansas City, Missouri), Magnet schools, Montessori method of education, Montessori schools, Nongraded schools, North America, Parent attitudes
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Abstract/Notes: This formative evaluation report documents the progress made by the Holliday Montessori Magnet Elementary School (Kansas City, Missouri) during the first year of implementation of Montessori themes. The evaluation was based on the goals established by the Holliday Montessori Site Plan and the Long-Range Magnet School Plan. Examined were enrollment data; program implementation; parent, teacher, administrator, and student attitudes toward the program; and student achievement. Enrollment data indicated that the school's enrollment was 9% below program capacity, and that the school was close to achieving the desegregation goal of 60% minority and 40% nonminority students and had maintained court-ordered class size limits. Achievement scores for nonminority kindergarten students were above national norms in math and language subtests, but minority student achievement scores fell below the national norm. Classroom observations, site visits, questionnaires, and interviews suggest that the program is being implemented according to the site plan and long-range plan objectives. However, program participants identified problems associated with inadequate supplies and materials, student transportation, communication among colleagues, vacancies for Montessori resources staff, and training for teachers and paraprofessionals. Perceptions of parents were positive and reflected a strong degree of satisfaction in most areas of program implementation. Recommendations based on the evaluation results are provided. Appended are 4 references and related materials.
Language: English
Published: Kansas City, Missouri: Kansas City School District, Aug 1991