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Between Action and Theory: A Check List for Teachers Self-Evaluation in Montessori Contexts
Available from: Firenze University Press
Publication: Formare [Form@re], vol. 18, no. 3
Abstract/Notes: The article presents the first monitoring phase following the introduction of the Montessori Method in three primary school classes of the public sector in Trentino, Northern Italy. In this context we are proposing a check list developed to observe teachers and children actions into experimental classes, with the aim of monitoring the gap between implemented educational choices and the theoretical references proposed by Maria Montessori. The check list points offer a supportive self-evaluation tool for teachers in Montessori public school contexts. [Tra l’agito e il dichiarato: una griglia osservativa per l’autovalutazione del docente nelle classi a metodo MontessoriIl contributo presenta la prima fase di monitoraggio dell’esperienza a metodo Montessori in tre classi di scuola primaria pubblica trentina. In questo contesto viene presentata una check list osservativa costruita per osservare le azioni di insegnanti e bambini all’interno delle classi sperimentali, con l’intento di monitorare lo scarto tra le scelte didattiche messe in atto e i riferimenti teorici proposti da Maria Montessori nell’ambito della scuola primaria. La check list proposta intende offrire uno strumento in grado di orientare il processo di autovalutazione dell’insegnante in contesti di scuola pubblica ad indirizzo montessoriano.]
The Effect of Montessori Math Model Method in Learning Addition and Subtraction of Fractions in Grade V Pupils
Available from: Universitas Tidar (Indonesia)
Publication: Indonesian Journal of Mathematics Education, vol. 5, no. 1
Abstract/Notes: The study was conducted to determine if the utilization of Montessori Math Model Method in learning the addition and subtraction of fraction has an impact to the improvement of students’ performance. A quantitative design was used in the study. The essential data were gathered from a total number of 67 respondents, 34 students from the experimental group and 33 students from the control group, with the aid of validated questionnaire. Data were analyzed and interpreted using the Average Weighted Mean and T-test as statistical tools. According to the findings of the study, data revealed that the result of pre-test and post-test of both experimental and controlled group is significant. The result showed that there is a significant difference of the utilization of the Montessori Math Model Method in learning addition and subtraction of fraction in Grade 5 Pupils in Kaputian Elementary School.
Partnerships, Action, and Collaboration, Together (PACT): A Community-Based Partnership Where Innovation, Collaboration, and Impact Reshape Stakeholders’ Vision
Available from: University of Alabama
Publication: Journal of Community Engagement and Scholarship, vol. 14, no. 1
Pages: 13 pages
Abstract/Notes: Project PACT (Partnerships, Action, & Collaboration, Together) (a pseudonym) is a multi-stakeholder partnership that reflects multiple goals, commitments, and priorities for early childhood education. PACT was informed by the literature on community-based research (CBR) and a commitment by partners to strengthen P–3 education where stakeholder assets contributed to reciprocal learning experiences in early childhood education. PACT stakeholders transformed two early childhood education classrooms into Montessori classrooms within a district public school. As one in a series of investigations, this research specifically examined partner commitments to a unique collaboration, the emergence of roles and responsibilities over time, and manifestations of innovation within a traditional public school setting. Data illustrate how stakeholders established a collaboration that allowed for flexibility, perspective-taking, and the opportunity to work together to reconsider and strengthen P–3 education through a model typically reserved for children of affluence. Beyond the operational demands of a startup initiative, findings also reflect the power of a collective through flexibility and a stance that values the assets of a community. The impact of this work demonstrates the potential to successfully impact quality education in early childhood settings through equity and opportunity.
Education in Action
Available from: JSTOR
Publication: Journal of Education (Boston), vol. 96, no. 18
Date: Nov 16, 1922
ISSN: 0022-0574, 2515-5741
Effects of Teaching Orientation on Social Interaction in Nursery School
Available from: APA PsycNET
Publication: Journal of Educational Psychology, vol. 68, no. 6
Abstract/Notes: 53 4- and 5-yr-olds in traditional and Montessori nursery schools were observed for social interaction during free play. The schools differed on teaching orientation and grading but had the same child/adult ratio. Ss in both settings engaged in the same amount of social interaction, but Ss in the Montessori setting had longer mean durations of interactions and more verbal and less nonverbal interaction. Males interacted more than females and adults intervened with males more than with females. Results are discussed as they relate to child/adult ratio and differences across and within settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
ISSN: 0022-0663, 1939-2176
Evolution as Philosophy and Action
Publication: NAMTA Journal, vol. 22, no. 1
Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)
Design and Validation of Learning Sequences of PGSD Sanata Dharma University Student to Teach the Fraction Concept for Primary Student Using Montessori Manipulatives
Available from: Institute of Physics
Publication: Journal of Physics: Conference Series, vol. 1470
Abstract/Notes: Fraction concept is one of the learning problems that often occurs in elementary students. Elementary student’s misconceptions can be caused by teacher’s misconceptions. PGSD students are teacher candidates, so they must have the correct concept then they can teach the concept of fractions correctly too. Learning must be an inspiration for students when they become teachers later. One medium that can be used to teach fraction concepts is media based on Montessori. Local culture can support the use of Montessori media. This study aims to design and validate the learning sequence of PGSD Students in using Montessori media, to develop design principles to teach fraction concepts in elementary school students. The approach in this research is design research which includes three phases, namely design, trial and assessment. In the design phase, researchers formulate students’ prior knowledge and learning objectives. This is used as the basis for the sequence of learning. This stage of learning is evaluated in a repeat trial phases, the hypothesis design principle is developed and from which the learning stages are redesigned. The results of the assessment phase, together with the experience of the previous cycle and research review, are used to perfect the design principles of the student’s learning sequences so they can teach the concept of fractions correctly. From: The 7th South East Asia Design Research International Conference (SEADRIC 2019) 25-27 July 2019, Yogyakarta, Indonesia
Relationship betweeen perceived Montessori characteristics and parents satisfaction
Publication: European Journal of Social Sciences / Revue Européene des Sciences Sociales, vol. 16, no. 3
Abstract/Notes: Perceived Montessori Characteristics refers to as Montessori internal and external environment that contributes to an individuality of a Montessori kindergarten. Focus of this study is the internal attributes, which are academic, teachers’ social skills and corporate image. Understanding of a new concept in an education business is very important for developing an effective marketing strategy, in order to regulate marketing practice or to cause socially desirable behaviors. The total of 225 questionnaires was distributed to the parents. However, completed questionnaire returned were 151 with 67% response rate. In factor analysis of perceived Montessori characteristics conducted also found that the three sub-dimensions have converted to six sub-dimensions. The six new sub-dimensions of perceived Montessori characteristics were core alternative competencies, corporate image, teachers’ cooperation, teachers’ assertion, core competencies and teachers’ climate. The future research needs to empirically testing these dimensions towards parent’s satisfaction.
Analysis of Two Early Childhood Education Settings: Classroom Variables and Peer Verbal Interaction
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 23, no. 2
Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.
ISSN: 0256-8543, 2150-2641
Open for Business: Learning Economics Through Social Interaction in a Student-Operated Store
Publication: Journal of Social Studies Research, vol. 35, no. 1
Abstract/Notes: This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a 'community of practice' to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics content knowledge? (b) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics skills? (c) How do students' business roles in the store develop their understanding of economics principles? Findings indicate that: (1) student activities in the school store promoted learning through social interaction; (2) the type and number of business roles a student assumed created opportunities for economic learning; (3) student entrepreneurs expressed specific knowledge of economics concepts, and, (4) students' decision-making and ownership affected behavior. Additionally, features of Kohlberg's (1985) concept of Just Community supported the learning environment. This study can provide social studies teachers and teacher-educators with a model for learning economics (or social studies) concepts through a curricular-based student-run enterprise.
ISSN: 0885-985X, 2352-2798