Abstract/Notes: Although most Americans steadfastly maintain that getting a good education guarantees a better society and opens the door to more rewarding careers, it is debated regularly whatthe best set of educational priorities and practices that constitute good schoolingshould be. Sociopolitical considerations of power and control have often driven the agendas of educational reform movements in the United States, and these agendas have typically clustered around adult priorities and ideas of how knowledge should be “transmitted” to children (Cuban, 2003, 2004; Kliebard, 1995, 2002; Perkinson, 1968, 1980, 1984; Tyack & Cuban, 1995). It is asserted in this dissertation that approaches to educational reform should instead be derived from an informed understanding of naturalistic human learning so that curricular structures and pedagogical practices start from children and work backwards in support of their intrinsic curiosity and search for regularities in the world around them...

Language: English

Published: Bethlehem, Pennsylvania, 2012

Language: English

Published: Beverly, Massachusetts, 2012

Language: English

Published: Moraga, California, 2014

Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible. [Reviewed in AMI Communications 2008/1]

Language: English

Published: Münster, Germany, 2006

Abstract/Notes: The beginnings of the dissertation by Esther Grindel, holder of the Montessori diploma and former assistant at the Montessori Centre, also date back to this time. The survey analyses in an empirical way how and under which conditions highly gifted primary school children can learn according to their individual competencies and needs in the periods of Free Work, which is a characteristic way of learning in the Montessori Method. On the basis of four descriptive case studies of highly gifted students of a Montessori primary school typical structures of their ways of learning during the Montessori Free Work are investigated in a comparative analysis. The results, which are discussed in the context of current findings of the research on high abilities, are of great interest to both the Montessori schools and for the fostering at regular schools. A publication of the work as part of the series “Impulses of New Education” is in preparation.

Language: English

Published: Münster, Germany, 2005

Abstract/Notes: This article aims to describe and analyze the implementation of learning for Montessori schools in Bogor City. The information gathered from teachers, principals, and parents. In this evaluation study, the authors used an evaluation model developed by Stake, consists of 3 evaluation stages: 1) antecedents, 2) transactions, and 3) outcomes. The results of the research on the antecedent’s component that consists of seven aspects of assessments shows that one aspect which is Human Resources aspect is in the sufficient value category. From the five aspects of transactions component, monitoring and evaluation aspect is in the sufficient value category. Meanwhile, the outcomes component, consists of one aspect, the result of learning implementation shows it is in a good value category. Based on the thirteen aspects of evaluation in the antecedents, transactions and outcomes components, it can be concluded that learning in Montessori schools has been running well and proceed with improvements in two aspects, Human Resources aspect and monitoring and evaluation aspect. / Artikel ini bertujuan untuk mendeskripsikan dan menganalisis pelaksanaan pembelajaran secara keseluruhan terhadap sekolah Montessori di Kota Bogor. Informan yang menjadi narasumber terdiri dari guru, kepala sekolah serta orang tua siswa. Dalam studi evaluasi ini, penulis menggunakan model evaluasi yang dikembangkan oleh Stake, yaitu model Stake Countenance yang terdiri dari 3 tahap evaluasi: 1) antecedents, 2) transactions, dan 3) outcomes. Hasil penelitian pada komponen antecedents dari tujuh aspek penilaian, terdapat satu aspek dalam kategori nilai cukup, yaitu aspek Sumber Daya Manusia. Dari komponen transactions, yang terdiri atas lima aspek, terdapat satu aspek dalam kategori cukup yaitu aspek monitoring dan evaluasi. Sedangkan dari komponen outcomes terdiri dari satu aspek yaitu hasil pelaksanaan pembelajaran dan berada dalam kategori baik. Berdasarkan ketiga belas aspek evaluasi pada komponen antecedents, transactions dan outcomes dapat disimpulkan bahwa pembelajaran pada sekolah Montessori telah berjalan dengan baik dan dapat dilanjutkan dengan perbaikan pada dua aspek, yaitu komponen antecedents pada aspek Sumber Daya Manusia dan komponen transactions pada aspek monitoring dan evaluasi.

Language: Indonesian

DOI: 10.37985/murhum.v4i1.166

ISSN: 2723-6390

Abstract/Notes: This research explores principles from the Montessori method to inspire a guiding framework that can be employed to enhance the delivery of adult upskilling and re-skilling initiatives. Humanity is witnessing a technological revolution and recovering from the ongoing global pandemic that began in 2020. The effects of COVID-19 extended far beyond physical health, impacting labour market conditions and exacerbating stresses on labour shortages and labour skill gaps. This means that workforce innovation will be critical for economic recovery. Workforce innovation and development involves testing, sharing, and implementing new approaches to employment and training initiatives. More than 100 years ago, amidst the rapid social and economic change that was taking place across Europe, Maria Montessori envisioned a new kind of education that could play a part in a broad social innovation program. She opened the first Casa dei Bambini (Children’s House), aiming for the recovery of an entire community in San Lorenzo, Rome. At the time, San Lorenzo was known as the “shame of Italy”; with the introduction of the Montessori method, it soon became a beacon of hope for the community and the world. The Montessori Method was built on six primary principles: observation; freedom with limits; respect; hands-on learning; independence; and a prepared environment that is designed for children to choose freely from several developmentally appropriate activities. For Montessori, education (which she conceived of as active learning experience in the form of work) was integral to the growth of the child and the formation of a new world. This core philosophy is not restricted to children, however; Montessori’s core principles have been explored in adult learning; as part of designing and delivering healthcare programs for older adults around the world; and in language and social programs for adults at risk of social isolation in Europe. This major research project will focus on exploring how the core principles of the Montessori Method can be applied to support future-ready adult learning to inspire workforce innovation and development in Canada. With a goal of supporting upskilling and re-skilling design innovation, and of prioritizing skills-training and development offerings for groups who face the greatest number of barriers (including racialized women and skilled recent immigrant talent), this study uses a heuristic inquiry approach to explore the question of how employment and skills training programs might learn from, and leverage the core principles of, the Montessori method to respond to and meet the skills gaps and labour shortages in Canada. Through a literature review and Causal Layered Analysis (CLA), this research project offers a Montessori-inspired, principle-focused guide to supporting future-ready adult learning environments.

Language: English

Published: Ontario, Canada, 2023

Language: English

Published: Tübingen, Germany: Narr Francke Attempto, 2023

Edition: 1st ed.

ISBN: 978-3-8233-8460-1 3-8233-8460-0

Series: AAA - Arbeiten aus Anglistik und Amerikanistik

Abstract/Notes: Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.

Language: English

DOI: 10.22492/ije.9.2.08

ISSN: 2187-0594

Language: English