Abstract/Notes: Proceeding of a national conference on the evaluation of Montessori and open classrooms.

Language: English

Published: New York, New York: American Montessori Society, 1977

Abstract/Notes: Les approches centrées sur la personne constituent, dans l'accompagnement des personnes atteintes de démence, un courant humaniste fort et en plein essor. Néanmoins, les grands principes peuvent parfois être difficiles à traduire en actions concrètes sur le terrain. La méthode Montessori adaptée aux personnes âgées représente en essence une mise en œuvre de la vision des approches centrées sur la personne. Dans ce travail, nous nous intéresserons à son application par les professionnels de l'accompagnement des personnes âgées, en tant qu'approche centrée sur la personne, à un niveau individuel et collectif. Dans une première partie, nous effectuerons une revue détaillée de la littérature scientifique sur la méthode Montessori adaptée aux personnes âgées et ses liens avec les approches centrées sur la personne. Dans une seconde étude, nous nous intéresserons aux conditions d'application des principes Montessori à un niveau individuel dans le contexte de l'évaluation de personnes présentant des troubles cognitifs sévères, en utilisant la Montessori Assessment System et en nous intéressant à l'impact potentiel des troubles du comportement sur son administration. Dans une troisième étude, nous construirons un questionnaire visant à évaluer l'application des principes Montessori à l'échelle collective au sein d'institutions accompagnant des personnes âgées. Nous réaliserons une étude multi-centrique de validation (validité inter-juges, validité discriminante, cohérence interne). [Person-centered care in dementia care represents a strong and booming humanistic movement. However, its principles may be challenging to apply concretely on the field. The Montessori method for people with dementia is, in essence, an attempt to apply the philosophy and vision of person-centered care. In this work, we will focus on the application of the Montessori method for people with dementia by staff in dementia care, at an individual and collective level, as a person-centered approach. In a first part, we will make a detailed and review the scientific literature about Montessori for dementia and its links with person-centered care. In a second study, we will focus on the application conditions of Montessori principles at an individual level, in the context of assessment of person with severe dementia with the Montessori Assessment System. More specifically, we will observe the impact of behavioral disturbances on its administration. In a third study, we will create a questionnaire to assess Montessori principles application at a collective and institutional level, in nursing homes for persons with dementia. We will assess its validity (inter-rater reliability, discriminant validity, internal consistency) in a multi-center study.]

Language: French

Published: Montpellier, France, 2019

Language: English

Published: New York, New York: Teachers College Press, 2005

Edition: 2nd

Language: English

Abstract/Notes: The purpose of this study was to construct a holistic education school evaluation tool using Montessori Erdkinder principles, and begin the validation process of examining the proposed tool. This study addresses a vital need in the holistic education community for a school evaluation tool. The tool construction process included using Erdkinder literature to justify the development of each item through the use of an item matrix, ultimately leading to the development of the 23 item formative Montessori Erdkinder School Evaluation Survey. The validation process included a series of three Rasch Rating Scale Model analyses with data from a sample school. The validation process used item anchoring estimates from the earlier analyses in the later analyses and included determining the tool’s dimensionality, reliability, item fit, possible differential item functioning, and comparing the order of item difficulty levels to the holistic model of Maslow’s hierarchy of needs. Results of the study showed that six items had issues with fit and would need to be revised, and that the items in the cognitive and moral facet will need to be revised to better match Maslow’s model. This study provides the foundation for the development of a holistic education evaluation or accreditation system, and constructed a resource that could be directly implemented in schools.

Language: English

Published: Lexington, Kentucky, 2016

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

Language: English

Published: West Lafayette, Indiana, 2015

Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.

Language: English

Published: Newark, Delaware, 1989

Language: English

ISSN: 0010-700X

Language: Korean

Published: Daegu, South Korea, 1980