Abstract/Notes: Excellent biography of Alexander Graham Bell, usually considered the standard source. For details related to Montessori education see: p. 418-419, 462-463.
Language: English
Published: Ithaca, New York:
Cornell University Press, 1990
ISBN: 0-8014-9691-8 0-8014-2419-4
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Appendix
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 3 of 3
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Main Report
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 2 of 3
Article
Pengaruh Metode Belajar Montessori Terhadap Perkembangan Kognitif Anak Stunting
Publication: Trend And Issue In Healthcare,
vol. 1, no. 1
Date: Mar 2024
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Abstract/Notes: Survei Status Gizi Indonesia (SSGI) tahun 2022 melaporkan angka stunting sebesar 21,6%, menurun 2,8% dibandingkan tahun 2021 yaitu 24,4%. Namun Indonesia perlu bekerja keras untuk mencapai target 14% pada 2024. Kekurangan gizi pada anak stunting dapat menyebabkan gangguan perkembangan kognitif yang berdampak pada keberhasilan belajar anak dan mempengaruhi masa depan bangsa. Oleh karena itu, diperlukan upaya untuk meningkatkan kemampuan kognitif anak stunting dengan metode belajar Montessori. Dibandingkan metode tradisional lainnya, Montessori merupakan alternatif yang sangat baik untuk perkembangan kognitif anak. Tujuan penelitian : untuk menganalisis pengaruh Montessori terhadap perkembangan kognitif pada anak stunting. Desain penelitian menggunakan quasy eksperimen pretest – postest with control group. Kelompok intervensi yaitu kelompok Montessori dan kelompok kontrol yaitu kelompok metode belajar tradisional. Intervensi dilakukan selama 2 bulan. Sampel berjumlah 38 anak stunting yang diambil secara purposive sampling. Instrument yang digunakan yaitu kuesioner KPSP dan lembar observasi perkembangan kognitif Montessori. Uji statistic yang digunakan yaitu paired sample t test dan independent t test. Hasil uji paired sample t test diperoleh p value 0.001 pada kelompok Montessori dan p value 0.064 pada kelompok belajar tradisional. Hasil uji independent t test diperoleh p value 0.004. Montessori terbukti berpengaruh terhadap perkembangan kognitif pada anak stunting. Montessori melatih anak untuk mengeksplorasi dan menemukan lingkungan belajar yang tepat dan nyaman. Lingkungan yang nyaman akan menciptakan rasa bahagia dalam proses belajar sehingga dapat meningkatkan minat dan motivasi belajar. Terdapat perbedaan signifikan perkembangan kognitif anak dengan metode Montessori dibandingkan kognitif anak dengan metode belajar tradisional.
Language: Indonesian
Article
✓ Peer Reviewed
A Study on the Pre School Education with Special Reference to Montessori
Publication: Bharati International Journal of Multidisciplinary Research and Development,
vol. 2, no. 2
Date: Mar 2024
Pages: 13-18
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Abstract/Notes: The primary aim of Montessori approach is to enable the child explore him/herself and free that personality; thus, a convenient environment has to be set for the development of the child. How parents, teachers and pre-school institutions set such environments is also studied within this research. Additionally, the effect of the Montessori approach on children that is used by the teachers at school is also observed. Therefore the researcher has made an attempt to focus on the Montessori approach in the preschool education. The Montessori Method is characterized by its emphasis on child-centered learning, individualized instruction, and the creation of a nurturing environment that fosters independence and self-discovery. The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation.
Language: English
Article
Maria Montessori and Roberto Assagioli: Parallels in Their Thinking
Abstract/Notes: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems.
Publication: Educational Administration: Theory and Practice,
vol. 30, no. 4
Date: 2024
Pages: 9098-9104
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Abstract/Notes: This study delved into analyzing the impact of human resource practices with reference to Montessori school Chennai city. A random sample of 150 individuals from the Montessori school. To achieve the study's objectives, a questionnaire was designed as a data collection tool, and appropriate statistical tests and tools within (spss.v 20) were used. this study examines the impact of human resource practices in Montessori schools, with a specific focus on the educational landscape of Chennai city. Montessori education is known for its unique approach to child development, emphasizing individualized learning and holistic growth. human resource practices play a crucial role in shaping the quality of education and the overall functioning of Montessori schools.The research adopts a qualitative approach, utilizing interviews, surveys, and observations to gather data from Montessori schools across Chennai city. the study investigates various aspects of human resource management, including recruitment and selection, training and development, performance evaluation, and employee engagement. Human resource management and educational outcomes in Montessori schools, this study provides valuable insights for school administrators, policymakers, educators, and researchers. ultimately, the findings contribute to the ongoing discourse on enhancing educational practices and fostering positive learning environments in Montessori schools. Enhanced Educational Quality to understanding how human resource practices influence Montessori schools can lead to the implementation of more effective strategies for teacher recruitment, training, and development. This, in turn, can enhance the quality of education provided to students, fostering their holistic development.
Abstract/Notes: Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. “Groundtruthing” (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness.
Abstract/Notes: The children with mental retardation also need to obtain the basic math capabilities in order to lead an independent life as a social member. The number concepts make the foundation of both math and social life, which is why mentally retarded children should learn about the number concepts and basic computations. Montessori mathematics education not only offers great teaching methods to increase the learning effect in numbers of mentally retarded children, but also induces interest from them through diverse number materials. Thus this study set out to investigate the effects of the Montessori mathematics education by comparing the degree of number concepts between the experiment group that had the Montessori mathematics education program applied and the control group that followed the general number curriculum. Those students who didn't have number concepts formed yet made the subjects among the students attending the elementary schools in two administrative districts of Gyeongsangnam Province and receiving special education. 20 of them made the experiment group, while the rest 19 the control group. The former group participated in the Montessori mathematics education program five times a week (a session lasted 40 minutes) for 12 weeks. The effects of the treatment were examined with the tool devised by Fischer(1988) and translated by Jo Eun-yeong (1993). The collected data were analyzed with t-test. The findings of the research were summarized as follows: After the Montessori mathematics education program was applied to the experiment group, there were significant differences in the achievement of number concepts between the group and the control group that didn't receive the program. Those mentally retarded children who had the Montessori mathematics education scored higher points than those who didn't in all the nine subelements of number concepts, which were mechanical counting, rational counting, cardinal numbers, instant recognizing, one on one correspondence, number preservation, non-equivalence, ordinal numbers, and parts-the whole-parts. Thus the Montessori mathematics education program will be of great help when applied to the number concept education for the mentally retarded. / 이 연구는 몬테소리 수 교육프로그램이 정신지체아의 수 개념 형성에 미치는지 효과를 알아보기 위해 수행되었다. 몬테소리 수교육은 체계적이고 과학적이며 구체적인 방법에 의해 이루어지므로 정신지체아들의 흥미를 쉽게 유발시키고 효과적인 학습을 기대할 수 있다. 수개념은 Fischer(1988)의 수개념 검사 도구의 하위 영역인 기계적 세기, 합리적 세기, 기수, 즉시 인식하기, 1:1 대응, 수 보존, 비등치, 서수, 부분-부분-전체 개념의 9가지 항목으로 설정하였다. 연구의 대상은 경상남도의 G군과 H군의 초등학교의 특수학급에 재학 중인 아동(G군의 7개교 9학급의 62명, H군의 6개교 8학급의 43명)중에서 수 개념을 공부하고 있는 정신지체아동 43명을 각 학교의 특수교사로부터 추천을 받았다. 수 개념의 정도를 알아보기 위하여 기계적인 수세기를 하여 20 이상을 세는 아동은 제외하고 실험집단 20명과 비교집단 19명으로 하였다. 몬테소리 수 교육이 정신지체아의 수 개념 발달에 미치는 효과를 구명하기 위한 것으로 몬테소리 수 교육 프로그램을 실시하고 개별적으로 사전, 사후 검사를 실하여 그 효과를 분석하였다. 이러한 연구결과를 일반화 하는 문제가 논의되었다.
Language: Korean
ISSN: 2288-4289, 2671-6488
Article
Effects of Montessori Program According to Years of Mathematics: Focusing on the Effects on Children's Interaction / 수학연한에 따른 몬테소리프로그램의 효과유아의 상호작용에 미치는 영향을 중심으로
A Comparative Study of the 6th Kindergarten Curriculum and the Montessori Curriculum for Early Childhood Mathematics Education / 유아수학교육을 위한 유치원 6차 교육과정과 몬테소리교육과정의 비교연구