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1422 results

Article

Montessori in Guatemala: Montessori Education Goes to the Poorest of the Poor

Publication: Tomorrow's Child, vol. 1, no. 5

Pages: 12–14

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Language: English

ISSN: 1071-6246

Article

Das Lebendige in der Montessori-Erziehung. Tagebuchgedanken zur Frage: methodische Enge oder Lebenstotalität? [Life in Montessori education. Diary thoughts on the question: methodical narrowness or totality of life?]

Publication: Montessori-Nachrichten

Pages: 2-10

Montessori method of education

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Language: German

Doctoral Dissertation

Montessori anne destek eğitim programının; Montessori eğitimi alan 4-5 yaş çocukların matematik ve günlük yaşam becerilerine etkilerinin incelenmesi / Mother Support of Montessori Education Program: Montessori Education Area Children Ages 4-5, Investigation of Effect of Mathematıcs and Daily Life Skills

Available from: Selçuk University (Turkey)

Asia, Middle East, Montessori method of education - Criticism, interpretation, etc., Parent participation, Practical life exercises, Turkey, Western Asia

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Abstract/Notes: Bu araştırma Montessori eğitim yöntemi ile okulöncesi eğitim alan ve anneleri "Montessori Anne Destek Programı"na katılmış deney grubu çocuklar ile "Pür Montessori" eğitimi alan 4-5 yaş kontrol grubu çocukların matematik ve günlük yaşam becerilerine etkisini incelemeyi amaçlamıştır. Çalışma grubunda, 2016-2017 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden Montessori yöntemi ile okulöncesi eğitim alan, 8 deney, 11 kontrol olmak üzere toplam19 çocuk yer almıştır. Araştırmada deney ve kontrol gruplarından veri toplama aracı olarak Temel Okul Becerileri Envanteri Matematik ve Günlük Yaşam Becerileri alt Testi Uygulanmıştır. Testler çocuklara öğretmenleri tarafından deneme öncesi ve sonrası uygulanmıştır. Ayrıca deneme grubuna eğitim programı bittikten 12 hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney U ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. İncelenen bulgular deneme ve kontrol grubu arasında sontest puan ortalamaları arasındaMatematik de deneme grubu lehine anlamlı bir farklılaşma görülmüştür. Günlük Yaşam Becerileri sontest değerlendirmelerinde ise bir farklılaşma bulunamamıştır. Deneme grubu çocukların TOBEMAT ve TOBEGYBAT testi sontest ve izleme testi puan ortalamaları arasında anlamlı bir farklılaşma olmamıştır. / This research aimed to investigate the effects of Montessori education method on the mathematics and daily life skills of the children who took the preschool education and the mothers of the experimental group participated in the "Montessori Mother Support Program" and the children of the control group of 4-5 age "Pure Montessori". In the study group, 19th Montessori method, which took place in Selcuk University, Faculty of Health Sciences, İhsan Doğramacı Application Nursing School, located in Konya province in the 2016-2017 school year, took place. The Basic School Skills Inventory Mathematics and Daily Life Skills Sub-Test was applied as a data collection tool in the study. Tests were administered to children before and after the test by their teachers. In addition, the experimental group was reapplied 12 weeks after the end of the training program. Mann Whitney U and Wilcoxon Marked Ranks Test were applied in the analysis of the data obtained in the research. A significant difference was found in the mean scores of the post test scores between the findings and control groups examined in favor of the experimental group in Mathematics. In Daily Life Skills posttest evaluations, no differentiation was found. There was no significant difference between the BSSI-MAT and BSSI-DLS test posttest and follow-up test scores of the children in the experimental group.

Language: Turkish

Published: Konya, Turkey, 2018

Article

Montessori Headlines [Little Flower Montessori Schools, New York; Dutch Princess Maria Christina, teacher at Caedmon's Montessori School, New York]

Publication: AMS News, vol. 6, no. 1

Pages: 3

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Language: English

ISSN: 0065-9444

Article

Montessori Milestones [Lillian Mullane, Joy Turner, Lexington (MA) Montessori School, The Montessori School (Albuquerque, NM), teacher education scholarships]

Publication: Montessori Life, vol. 5, no. 4

Pages: 8–9

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

M. Schwegman, Maria Montessori 1870-1952. Kind van haar tijd, vrouw van de wereld; H. Leenders, Montessori en fascistisch Italië. Een receptiegeschiedenis [M. Schwegman, Maria Montessori 1870-1952. Child of her time, woman of the world; H. Leenders, Montessori and Fascist Italy. A reception history]

Available from: BMGN - Low Countries Historical Review

Publication: BMGN - Low Countries Historical Review, vol. 117, no. 3

Pages: 428-430

Book reviews

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Abstract/Notes: Book Reviews

Language: Dutch

DOI: 10.18352/bmgn-lchr.5751

ISSN: 2211-2898

Doctoral Dissertation

Informationstechnologien und Montessori-Pädagogik: die Implementierung des Internets als Informationsmedium in Montessori-Schulen der USA [Information technologies and Montessori pedagogy: the implementation of the Internet as an information medium in Montessori schools in the USA]

Available from: Pädagogische Hochschule Freiburg

Americas, Information and communications technology (ICT), Montessori method of education, North America, Technology and children, United States of America

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Abstract/Notes: Ausgehend von der Beobachtung, dass in der Unterrichtsforschung Konzepte des „offenen Lernens“ für die Implementierung neuer Medien, wie dem Internet, empfohlen werden, wird der Zusammenhang zwischen reformpädagogischen Ansätzen und neuen Informationstechnologien hergestellt. Hier knüpfen die Untersuchungen der vorliegenden Arbeit an. Herausgegriffen wird das Konzept Maria Montessoris, untersucht in den USA, wo sich zum einen alternative Pädagogiken freier entwickeln können und zum anderen die Implementierung neuer Medien in den Unterricht offensiver vorangetrieben wird. Es wird angenommen, dass die Lernumgebung Montessoris unter dem Gesichtspunkt einer Modernisierung des Konzepts auf die heutigen Ansprüche eine optimale Lernlandschaft bietet, das Internet als natürliche Informationsquelle in den Unterricht zu integrieren. Die gegenwärtig kontroverse Umsetzung der Pädagogik Montessoris (AMI und AMS) sowie die zu diesem Zeitpunkt verwirklichte Internetnutzung in den Schulen werden am Beispiel der USA einer kritischen Reflexion unterzogen. Kapitel 1 dieser Arbeit betrachtet die Pädagogik Montessoris. Ein Abschnitt liefert Informationen über die kontemporäre Verwirklichung ihrer Pädagogik in den USA. Die Möglichkeiten des Internets für den Unterricht, die Aussagen der Forschung über das informationstechnische Lernen sowie seine Integration in den USA, wird in Kapitel 2 näher untersucht. In Kapitel 3 wird die Notwendigkeit des Interneteinsatzes in Schulen überprüft und die Eignung offener Strukturen als Basis dafür begründet. Die gewonnenen Erkenntnisse geben die Grundlage zu den in Kapitel 4 und 5 beschriebenen Untersuchungen, wie diese Implementierung in der Praxis nordamerikanischer Montessori-Schulen verwirklicht ist. Beschrieben wird sowohl eine Querschnittsuntersuchung als auch eine Fallstudie. Kapitel 6 schildert die pädagogischen Konsequenzen für die Nutzung des Internets im Unterricht. [Based on the observation that teaching research recommends concepts of “open learning” for the implementation of new media such as the Internet, the connection between reform-pedagogical approaches and new information technologies is established. This is where the investigations of the present work tie in. The concept of Maria Montessori is being singled out, examined in the USA, where, on the one hand, alternative pedagogies can develop more freely and, on the other hand, the implementation of new media in the classroom is being promoted more aggressively. It is assumed that the Montessori learning environment, from the point of view of modernizing the concept to meet today's requirements, offers an optimal learning landscape to integrate the Internet as a natural source of information into the classroom. The currently controversial implementation of Montessori pedagogy (AMI and AMS) as well as the internet usage in schools at that time are subjected to critical reflection using the example of the USA. Chapter 1 of this thesis looks at Montessori's pedagogy. A section provides information on the contemporary realization of their pedagogy in the USA. The possibilities of the Internet for teaching, the statements of research about information technology learning and its integration in the USA are examined in more detail in Chapter 2. Chapter 3 examines the necessity of using the Internet in schools and explains the suitability of open structures as a basis for this. The knowledge gained provides the basis for the investigations described in Chapters 4 and 5, how this implementation is realized in practice in North American Montessori schools. Both a cross-sectional study and a case study are described. Chapter 6 describes the pedagogical consequences for the use of the Internet in the classroom.]

Language: German

Published: Freiburg im Breisgau, Germany, 2003

Article

The Montessori Erdkinder: Three Abstracts [Montessori de Terra Linda, San Rafael, CA; Hershey Montessori School, Concord Township, OH; Lake Country School, Minneapolis, MN]

Publication: NAMTA Journal, vol. 18, no. 1

Pages: 172–182

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Describes three projects: (1) the Laufenburg Ranch Project, a historical organic farm and agricultural and environmental education center; (2) the Hershey Montessori School's efforts to teach adolescents about the earth; and (3) the Lake Country School, which developed a farm campus and nature center as an integral part of its educational program.

Language: English

ISSN: 1522-9734

Book Section

Workshop: Integrative Aspekte der Montessori-Pädagogik aus der Sicht der Praxis: Grundlagen der heilpädagogischen Montessori-Therapie [Workshop: Integrative aspects of Montessori pedagogy from the perspective of practice: Basics of curative Montessori therapy]

Book Title: Kinder Sind Anders: Maria Montessoris Bild Vom Kinde Auf Dem Prüfstand [Children Are Different: Maria Montessori's Picture of the Child on the Test Bench]

Pages: 273-284

Montessori-based interventions (MBI)

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Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Master's Thesis

Ortaokul Montessori fen eğitiminin Montessori fen bilgisi öğretmenlerinin görüşleri doğrultusunda incelenmesi / Investigation of Montessori science education in the secondary school according to the perspective of Montessori science teachers

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Middle East, Montessori method of education, Montessori method of education - Teachers, Science - Study and teaching, Teachers, Turkey, Western Asia

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Abstract/Notes: The purposes of this study are to determine the views of teachers about Montessori science education, to discuss the Montessori approach in detail and make suggestions in this regard. The study was designed as a case study which is a qualitative research method. The participants were selected based on the criterion sampling method that is a purposive sampling method. In this regard, 7 upper elementary teachers and 8 middle school science teachers who are trained in Montessori teacher education programs participate in the study. Data is collected through a semi-structured interview. The collected data is analyzed with content analysis and descriptive analysis techniques from qualitative data analysis techniques. Findings suggest that the Montessori approach encourages children to work freely throughout the entire education but expects them to be responsible for their education. To achieve this, the learning environment, the teaching methods and techniques, and the assessment and evaluation methods take a highly flexible structure. This flexible structure of the approach allows individualization for each child. From the teachers' point of view, it is understood that the Montessori approach focuses on providing a nurturing environment where each child is respected and encouraged, where social interaction is intense, rather than focusing on academic education. In light of these findings, some suggestions for the implementation of the approach are presented. / Bu araştırmanın amacı, Montessori fen eğitimine ilişkin öğretmenlerin görüşlerini belirlemek, bu görüşler doğrultusunda Montessori yaklaşımını detaylı bir şekilde ele almak ve bu konuda önerilerde bulunmaktır. Çalışma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiştir. Katılımcılar, amaçlı örnekleme türlerinden ölçüt örnekleme göre belirlenmiştir. Bu doğrultuda araştırmaya uluslararası Montessori eğitmen eğitimi programlarına katılmış 7 ilkokul ikinci kademe (4,5 ve 6.sınıf) sınıf öğretmeni ve 8 ortaokul (7 ve 8.sınıf) fen bilgisi öğretmeni dâhil edilmiştir. Veriler yarı yapılandırılmış görüşme formuyla toplanmıştır. Toplanan verilerin analizinde nitel veri analiz tekniklerinden içerik analizi ve betimsel analiz kullanılmıştır. Bulgular Montessori yaklaşımının; çocukların tüm eğitim öğretim sürecinde özgür çalışmalarını teşvik eden fakat onlardan kendi eğitimlerinden sorumlu olmalarını bekleyen, bunu sağlayabilmek için öğrenme ortamını, öğretim yöntem ve tekniklerini ve ölçme ve değerlendirme yöntemlerini son derece esnek bir yapıya büründüren bir yaklaşım olduğunu ortaya koymaktadır. Yaklaşımın bu esnek yapısı her çocuk için bireyselleştirilmesine imkân tanımaktadır. Öğretmenlerin görüşlerinden Montessori yaklaşımının akademik eğitime odaklanmak yerine her çocuğun bireysel farklılıklara saygı duyulan ve teşvik edilen, sosyal etkileşimin yoğun olduğu besleyici bir ortam sağlamaya odaklandığı anlaşılmaktadır. Bu bulgular ışığında yaklaşımın uygulanabilmesine dair bazı öneriler sunulmuştur.

Language: Turkish

Published: Bolu, Turkey, 2019

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