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124 results

Article

Double Protection Liability Insurance Plan Offered through the American Montessori Society

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 10, no. 2

Pages: 30

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Language: English

ISSN: 0010-700X

Article

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Analisis Metode Montessori Dalam Meningkatkan Kemampuan Membaca Permulaan Siswa SD/MI Kelas Rendah [Analysis of the Montessori Method in Improving the Beginning Reading Ability of Low Grade SD/MI Students]

Available from: Al-Aulad: Journal of Islamic Primary Education

Publication: Al-Aulad: Journal of Islamic Primary Education, vol. 3, no. 2

Pages: 69-77

Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Metode Montessori merupakan metode yang dirumuskan berdasarkan teori montessori yang dapat digunakan dalam ranah pendidikan anak  dan disusun berdasarkan teori tentang perkembangan anak.  Karakteristik yang  paling terlihat dari metode ini yaitu menekankan pada aktivitas yang dimunculkan oleh diri anak dengan menekankan pada proses adaptasi lingkungan belajar anak yang dibentuk sesuai dengan tahap perkembangannya menggunakan peran dari aktivitas fisik dalam menyerap konsep pembelajaran untuk memiliki kemampuan yang praktis. Tulisan ini bertujuan untuk mendeskripsikan bagaimanakah metode Montessori dalam meningkatakan kemampuan membaca permulaan. Penelitian ini merupakan studi kepustakaan (library research), pembahasan dianalisis dengan menggunakan metode analisa isi (analysis content). Sumber yang digunakan dalam tulisan ini merupakan tulisan-tuliasan Maria yang telah diterjemahkan kedalam bahasa Indonesia. Hasil Penelitian trekait penerapan metode montessori menggunakan aktivitas rangsangan sesuai dengan prinsip maria montessori ternyata dalam pembelajaran dapat meningkatkan kemampuan membaca siswa dan dapat mengatasi keterbatasan siswa dalam pengenalan huruf-huruf. Maka dengan menggunakan metode Montessori untuk belajar membaca diupayakan dapat membantu peserta didik dalam mengembangkan kemampuan kognitif, psikomotor, dan afektif yang terdapat pada diri peserta didik, dengan membuat anak dapat belajar sesuai dengan tingkat perkembangannya. [The Montessori method is a method formulated based on the montessori theory which can be used in the realm of children's education and is compiled based on the theory of child development. The most visible characteristic of this method is that it emphasizes the activities brought up by the child by emphasizing the adaptation process of the child's learning environment which is formed according to their development stage using the role of physical activity in absorbing the concept of learning to have practical abilities. This paper aims to describe how the Montessori method is to improve pre-reading skills. This research is a library research, the discussion is analyzed using the content analysis method (content analysis). The source used in this paper is Maria's writings which have been translated into Indonesian. The results of this research concerning the application of the montessori method using stimulation activities in accordance with the principle of maria montessori, it turns out that learning can improve students 'reading skills and can overcome students' limitations in recognizing letters. So by using the Montessori method to learn to read, it is endeavored to help students develop cognitive, psychomotor, and affective abilities that are found in students, by enabling children to learn according to their level of development.]

Language: Indonesian

DOI: 10.15575/al-aulad.v3i2.7917

ISSN: 2620-5238

Article

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Montessori Method to Stimulate Mathematical Communication Skills in Mild Intellectual Disability Students

Available from: AIP Conference Proceedings

Publication: AIP Conference Proceedings, vol. 2577

Pages: Article 020035

Children with disabilities, Mathematics education, Montessori method of education - Criticism, interpretation, etc., Special education

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Abstract/Notes: Communication skills are one of the skills that students must possess in the 21st century. Not to mention Intellectual Disability students, some of whom have difficulty communicating. One of the learning methods that can stimulate students to communicate actively is the Montessori method. This research is qualitative research with the research design is Phenomenology. This research aims to identify the mathematical communication skills of Intellectual Disability students in learning the material "division" using the Montessori method. The subjects in this study were 5 SLB Tunagrahita Class X students consisting of 3 boys and two girls. One indicator of mathematical communication skills that this research focuses on is expressing mathematical ideas orally or writing. The results showed that by learning mathematics in the distribution of materials using the Montessori method, Intellectual Disability students could communicate mathematical concepts. They were more enthusiastic in learning and more confident in communicating both verbal and non-verbal communication.

Language: English

DOI: 10.1063/5.0096037

ISSN: 0094-243X

Article

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Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

Available from: Cambridge University Press

Publication: Australian Journal of Environmental Education, vol. 28, no. 2

Pages: 162-164

Australasia, Australia, Australia and New Zealand, Oceania, Sustainability

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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students. The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

Language: English

DOI: 10.1017/aee.2013.8

ISSN: 0814-0626, 2049-775X

Article

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Arquitetura Vernácula e Sustentabilidade Arquitetura Montessoriana e Características Vernaculares Brasileiras [Vernacular Architecture and Sustainability Montessorian Architecture and Brazilian Vernacular Characteristics]

Available from: Brazilian Journals

Publication: Brazilian Journal of Development, vol. 6, no. 1

Pages: 2076-2083

Americas, Architecture, Brazil, Latin America and the Caribbean, South America, Sustainability

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Abstract/Notes: O presente trabalho tem como objetivo fazer a análise das possibilidades que a arquitetura vernacular, em suas relações com materiais, espaços e inserção cultural, traz para o aprendizado dentro de uma perspectiva montessoriana. Analisando as premissas educacionais propostas pela médica Maria Montessori para um ambiente de escolas infantis, procura-se estabelecer uma relação entre o valor que é dado para o ambiente preparado para a evolução e aprendizado individual de cada aluno, com a cultura, a sustentabilidade e utilização de materiais ligados à arquitetura vernacular. Neste sentido, a partir de uma pesquisa da literatura referente à interação do indivíduo com o edifício e com a arquitetura vernacular brasileira, procurou-se identificar a relação existente entre as características do aprendizado montessoriano e os materiais e técnicas aplicados em edifícios com arquitetura ou recursos vernaculares. A partir da pesquisa é possível vislumbrar os benefícios que um incentivo de utilização de técnicas e materiais utilizados na arquitetura vernacular podem trazer em termos de potencial para promover o aprendizado, considerando as premissas montessorianas. [The present work aims to analyze the possibilities that vernacular architecture, in its relations with materials, spaces and cultural insertion, brings to learning within a Montessori perspective. Analyzing the educational premises proposed by the doctor Maria Montessori for an environment of nursery schools, we seek to establish a relationship between the value that is given to the environment prepared for the evolution and individual learning of each student, with culture, sustainability and use of materials linked to vernacular architecture. In this sense, from a literature search regarding the interaction of the individual with the building and with Brazilian vernacular architecture, we sought to identify the relationship between the characteristics of Montessori learning and the materials and techniques applied in buildings with vernacular architecture or vernacular resources. From the research it is possible to glimpse the benefits that an incentive to use techniques and materials used in vernacular architecture can bring in terms of potential to promote learning, considering the Montessori premises.]

Language: Portuguese

DOI: 10.34117/bjdv6n1-149

ISSN: 2525-8761

Article

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Follow the Money: Charter Schools and Financial Accountability

Available from: JSTOR

Publication: Urban Lawyer, vol. 44, no. 1

Pages: 37-83

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Language: English

ISSN: 0042-0905, 1942-6593

Article

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High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas

Available from: SAGE Journals

Publication: Educational Policy, vol. 25, no. 4

Pages: 614-647

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Language: English

DOI: 10.1177/0895904810374848

ISSN: 0895-9048, 1552-3896

Article

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Multilingualism in a Montessori Preschool: A Study of Language Variability in a Linguistically Diverse Preschool Programme

Available from: IndianJournals

Publication: Journal of Exclusion Studies, vol. 9, no. 2

Pages: 111-131

Asia, Bilingualism, India, Multilingualism, South Asia

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Abstract/Notes: This article is based on a study of an ‘English-medium’ preschool programme for underprivileged children. The diverse linguistic backgrounds of the teachers and students prompted an enquiry into how multiple languages would be negotiated in the setting and how comprehension, learning and communication would occur given that none of the children came from English-speaking homes. The article identifies and interprets key features of verbal language that were observed in the setting and articulates implications for educational practice.

Language: English

DOI: 10.5958/2231-4555.2019.00009.3

ISSN: 2231-4547, 2231-4555

Article

Whole Systems Thinking: Education for Sustainability at a Montessori School

Available from: InformIT

Publication: Eingana, vol. 30, no. 1

Pages: 9-11

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Abstract/Notes: Whole systems thinking is a framework for seeing the whole picture, for establishing interrelationships and understanding phenomena as an integrated whole. Systems thinking may be contrasted with fragmentary thinking, which is viewing phenomena in their separate parts and focusing only on narrow specialisations. In an education for sustainability (EfS) context this means emphasising relationships: relationships between all the systems on planet Earth, and at different systems levels, as they relate to the environment, economics, government, health, and so on. Values and goals are also important aspects of these relationships. Sterling argues that: 'We are educated by and large to compete and consume rather than to care and conserve'. Furthermore, the same author maintains that because of the imposition of managerial and economic values on education we have lost touch with the social values and real-life contexts of authentic education. With these ideas in mind, this paper briefly examines the application of whole systems thinking on an EfS program at a small Montessori primary school in the metropolitan area of Perth, Western Australia. [Author abstract, ed]

Language: English

ISSN: 0156-7608

Article

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Examining a Public Montessori School’s Response to the Pressures of High-Stakes Accountability

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 1, no. 1

Pages: 42-54

Americas, Montessori method of education, North America, Public Montessori, United States of America

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Abstract/Notes: A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school’s high-stakes assessment scores in terms of Montessori’s unique educational approach. This case study examined the ways one public Montessori elementary school responded to its high-stakes test scores in the areas of curriculum, instruction, and assessment. The research revealed the ways the principal, teachers, and parents on the school council modified Montessori practices, curriculum, and assessment procedures based on test scores. A quality Montessori education is designed to offer children opportunities to develop both cognitive skills and affective behaviors such as student motivation that will serve them beyond their public school experiences. However, fundamental Montessori practices were modified as a result of the pressure to raise test scores. The impact of the highstakes assessment era on alternative types of schools must be considered because it is contradictory to support the availability of educational alternatives while at the same time pressuring these schools to conform to strict and narrow measures of success.

Language: English

DOI: 10.17161/jomr.v1i1.4913

ISSN: 2378-3923

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