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Article
Self-Efficacy Perceptions of Teachers on Using the Montessori Method in Special Education in North Cyprus
Available from: World Center of Innovation Research and Publication
Publication: Cypriot Journal of Educational Sciences, vol. 14, no. 4
Date: 2019
Pages: 652-660
Asia, Cyprus, Efficacy, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, Special education, Western Asia
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Abstract/Notes: The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.
Language: English
ISSN: 1305-905X
Article
Educator's Perceptions of the Changes in Their Curriculum Belief Systems Over Time
Available from: ASCD
Publication: Journal of Curriculum and Supervision, vol. 7, no. 3
Date: 1992
Pages: 250-286
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Language: English
ISSN: 0882-1232
Article
The Perceptions and Support of Parents and Guardians Whose Children Attend Montessori Programs
Available from: Taylor and Francis Online
Publication: Anthropologist, vol. 16, no. 1-2
Date: 2013
Pages: 241-249
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Abstract/Notes: Parents’ supporting and using Montessori education at home have very important roles in the success of the education. The aim of the present study is to investigate parents’ perspectives of Montessori education at school and their support of Montessori education at home in International Montessori Schools in Pennsylvania in USA. The study is a correlational study. The universe of the study consists of parents whose children attend International Montessori Schools. In this regard, the present study investigate whether families’ perspectives and supports of Montessori education differ with respect to children’s age, gender, affinity to guardian; and parents’ gender, education level, the number of children they have, other children’s attendance to Montessori schools.
Language: English
DOI: 10.1080/09720073.2013.11891352
ISSN: 0972-0073
Article
Perception and the Environment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 4
Date: Summer 1991
Pages: 2
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Language: English
ISSN: 1071-6246
Article
Perception, Movement, Adventure Play
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 2
Date: Summer 1974
Pages: 9-25
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Language: English
ISSN: 0010-700X
Article
The Effect of Preschool Experience on Spatial Perception
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 1
Date: Winter 1974
Pages: 22-25
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Language: English
ISSN: 0010-700X
Article
Learning Made Easy: Maria Montessori's Method Awakens the Child's Perceptions
Publication: Jubilee, vol. 1
Date: Sep 1953
Pages: 46-53
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Language: English
ISSN: 0449-3486
Master's Thesis (M.A.)
Teacher Perceptions and Ideologies of Multilingualism in the South African Montessori Preschool Environment
Available from: Stellenbosch University (South Africa)
Africa, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Multilingualism, South Africa, Southern Africa, Sub-Saharan Africa, Teachers, Teachers - Attitudes
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Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.
Language: English
Published: Stellenbosch, South Africa, 2023
Article
Trainees' Perceptions of Their Learning Experiences in a 3-Day Workshop on Child-Centered Methodologies in Early Years
Available from: IJAAR Publishing
Publication: International Journal of Research in Education and Sustainable Development, vol. 1, no. 10
Date: Oct 2021
Pages: 48-63
Early childhood care and education, Early childhood education, Teacher training
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Abstract/Notes: Early Childhood and Care Education (ECCE) has attracted global focus as governments of members of United Nations (UN) strive to meet target 4.2 of the Sustainable Development Goals (SDGs), to ensure that all girls and boys have equal access to quality care and preprimary education by 2030. ECCE specialists and stakeholders in Nigeria are involved in various ways, including the organization of workshops for caregivers and teachers to meet the target. In this paper, we present the perceptions of trainees on their learning experiences in a 3-day workshop organized for caregivers/teachers, focusing on child-centered approaches/methodologies in early years. Using a descriptive survey design, all the trainees rated the extent they learnt the methodologies in a Likert-questionnaire. The results suggested that the trainees’ perceptions on the learning of all the methodologies were positive and were neither influenced by their teaching experiences nor their age. Furthermore, their positive perceptions were highest for the following approaches/methodologies: Using circle time; Developing children’s physical domain; Making children learn through play; and Developing children’s cognitive domain. Moreover, their perceptions were lowest for the following: Developing practical ideas for including communities/parents in the classroom; Principles of Montessori approach; Preparing assessment report in early years. Based on the result of this study, we concluded that the workshop enhanced the competence and confidence of the trainees to render care and teach in their schools and made recommendations for sustaining the gains.
Language: English
ISSN: 2782-7666
Article
Advantages of Mixed-age Free Play in Elementary School: Perceptions of Students, Teachers, and Parents
Available from: Taylor and Francis Online
Publication: International Journal of Play, vol. 10, no. 1
Date: 2021
Pages: 75-92
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Abstract/Notes: Mixed-age groups have been shown to be effective in classroom settings, but only a handful of studies have explored mixed-age grouping in play. This research is a case study of one New York public elementary school that places great value on recess and mixed-age groupings. The school has implemented Let Grow Play Club before school one day per week for students in kindergarten through fifth grade. We use child interviews, teacher interviews, and parent surveys to examine the perceptions of mixed-age, outdoor play provided in Play Club and the school more generally. Across the different types of data, stakeholders expressed their support for cross-age interactions in mixed-age groupings. This play was perceived as valuable for helping build friendships and developing social skills, as older children become role models to younger ones. As suggested by Vygotsky’s (1978) theories, children are learning from one another and enhancing their development through unstructured play.
Language: English
DOI: 10.1080/21594937.2021.1878774
ISSN: 2159-4937