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1451 results

Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Doctoral Dissertation (Ed.D.)

A Ray of Light: A Mixed-Methods Approach to Understanding Why Parents Choose Montessori Education

Available from: University of Nebraska Libraries

Montessori method of education, Montessori schools, Parents - Perceptions

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Abstract/Notes: This study explored why parents choose Montessori schools for their children. Parents from two public (n = 40) and two private (n = 10) Montessori schools responded to a written survey designed to discern what characteristics parents valued in making their decision. Descriptive statistics, t-tests, and chi-square tests were used to understand the trends present in parents‟ responses. Comparisons were made between public and private Montessori parents to explore the overarching themes and to determine differences that existed between the two types of parents. The researcher conducted thirteen interviews designed to elicit additional information about why the parents chose Montessori programs and to confirm the results of the quantitative data. Open-ended survey items and interview transcripts were coded using content analysis. Public and private Montessori school parents valued similar factors and characteristics with a few significant differences. Public Montessori parents valued diversity and free tuition while private Montessori parents placed higher value on academic programming. Information obtained from the participants indicated several areas of opportunity for schools to develop creative marketing strategies and to employ innovative strategies for improvement.

Language: English

Published: Lincoln, Nebraska, 2010

Doctoral Dissertation

Examining Montessori Middle School Through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Available from: University of California eScholarship

Self-determination, Self-determination theory

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Abstract/Notes: Montessori education was developed over a century ago. Dr. Montessori and her followers designed learning environments to meet the academic, social and psychological needs of students from eighteen months to eighteen years old. Within her writings and books, Dr. Montessori described strategies and structures that support autonomy, competence and relatedness. These same supports are found within Self-determination Theory (SDT) literature. Research points towards a link between satisfaction of the basic needs for autonomy, competence, and relatedness and increased resilience, goal achievement, and feelings of well-being. . This study examined the influence of enrollment on the development of self- determination in a Montessori middle school which is intentionally created to support the development of autonomy, competence, and relatedness on adolescents. Bounded by self-determination, critical, and student voice theory, this research was designed to give voice to the most important stakeholders in education, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education. Based on the analysis of narrative, the major themes which represented all participants in all cycles were indicators of the importance of autonomy and relatedness. Two themes, "choose type of work", "choose order of tasks" illustrate the importance of autonomy to this group of students. The last major theme, "help me stay on top of things" highlighted the importance of relatedness to the study group. From these themes implications for middle level educators, educational leaders and future researchers were developed. Participants in the study voiced strong opinions about practices which supported autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student- centered learning environment. Educational leaders can support this shift through providing staff development and planning time. Future research suggested by this study include studies which could further examine a possible link between relatedness support and student achievement and studies designed to capture the voices of students with a low measured SDT

Language: English

Published: San Diego, California, 2013

Doctoral Dissertation

Habilidades de resolução de problemas: desenvolvimento de uma medida e relações com o Método Montessori [Problem-solving: development of a measure and relations with the Montessori Method]

Available from: Universidade Federal de Juiz de Fora - Institutional Repository

Americas, Brazil, Comparative education, Creative thinking in children, Critical thinking in children, Latin America and the Caribbean, Montessori method of education, Problem solving in children, South America

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Abstract/Notes: Problemas dos mais simples aos mais complexos estão presentes no dia-a-dia das pessoas. Assim, diferentes áreas da Psicologia têm estudado os processos psicológicos relacionados à resolução de problema (RP), destacando-se a interface entre RP e processos educacionais. Embora as habilidades de RP sejam aspectos chave do processo educacional, há controvérsias sobre como promovê-las em ambiente escolar. O Método Montessori (MM) é uma das estratégias educacionais que têm como um de seus propósitos desenvolver essas habilidades em sala. Desse modo, esta Tese conduziu estudos com diferentes delineamentos – correlacional e quase experimental – com o objetivo de analisar se o MM promove habilidades gerais de RP. Devido à carência de instrumentos brasileiros que avaliam este construto, no primeiro capítulo é apresentado o processo de construção das Escalas de Resolução de Problema (ERP), incluindo elaboração de itens, grupos focais (N = 24) e análise por juízes (N = 23), bem como estudos (N = 767) para a obtenção de evidências de validade baseadas na estrutura interna e estimativas de fidedignidade para as ERP. Análises fatoriais confirmatórias evidenciaram que as ERP possuem duas escalas (Habilidades de Resolução de Problemas (HRP) e Orientação em Relação ao Problema (ORP)) com consistência interna satisfatória. As ERP foram utilizadas em um estudo (Capítulo 2) que teve como objetivo comparar as habilidades de RP de estudantes (N = 91) de escolas tradicionais e montessorianas, sendo que, no último caso, considerou-se a fidelidade de implementação (Montessori Clássico ou Montessori Suplementar), além de variáveis demográficas e educacionais. Não foram obtidas diferenças estatisticamente significativas entre os alunos dos dois tipos de escolas pesquisadas. ORP não se associou às variáveis demográficas e educacionais investigadas e, ao classificar HRP em níveis (baixo, médio e alto), observou-se um escore mais elevado de alunas com níveis médios. Com o objetivo de analisar os efeitos de um processo de educação matemática baseado em princípios do MM no desenvolvimento de habilidades de RP, conduziu-se um quase experimento (Capítulo 3) com alunos de quarto e quinto anos do Ensino Fundamental (N = 18). Após serem subdivididos em Grupo Montessori (GM) e Grupo Ensino Tradicional (GET), eles participaram de um processo de educação matemática. As ERP foram aplicadas pré e pós-educação matemática. Foram observados ganhos tanto em HRP quanto em ORP, ainda que limitados, no GM. Todavia, GM e GET não 5 diferiram quanto ao desempenho em matemática. É possível afirmar que, apesar de outras pesquisas serem necessárias para obter mais evidências de validade e estimar sua fidedignidade, as ERP possuem propriedades psicométricas satisfatórias. Também há evidências de que o MM pode contribuir para o desenvolvimento de habilidades de RP. Porém, no último caso, também são necessárias mais evidências empíricas, especialmente aquelas obtidas em salas de aula e não em experimentos. Desenvolver as habilidades de RP dos discentes é fundamental, pois elas são essenciais tanto no processo de ensino-aprendizagem quanto na vida. [Problems, from simple to complex ones, are present in people's daily lives. The way each person responds to them is related to several psychological correlates, such as better psychological adjustment. Thus, different areas of Psychology have studied the psychological processes related to problem-solving (PS), emphasizing the interface between PS and educational processes. Even though PS skills are key aspects of the educational process, there are controversies about how to promote them in the school environment. The Montessori Method (MM) is one of the educational strategies that has as one of its purposes to develop these skills in the classroom. Thus, this thesis has conducted studies with different designs - correlational and quasi-experimental - with the objective of analyzing whether the MM promotes general PS skills. Due to the lack of Brazilian instruments that assess this construct, the first chapter presents the construction process of the Problem-Solving Scales (ERP), including the elaboration of items, focus groups (N = 24) and analysis by judges (N = 23), as well as studies (N = 767) to obtain evidence of validity based on internal structure and reliability estimates for ERP. Confirmatory factor analyzes showed that the ERP have two scales (Problem Resolution Skills (PSS) and Problem Orientation (PO)) with satisfactory internal consistency. The ERP were used in a study (Chapter 2) that aimed to compare the PS skills of students (N = 91) of traditional and montessorian schools and, in the latter case, implementation fidelity was considered (Classic Montessori or Supplemented Montessori). Associations were also made between these skills and demographic and educational variables. There were no statistically significant differences between the students of the two types of schools researched. PO was not associated to the demographic and educational variables investigated and when PSS was classified in levels (low, medium and high), a higher score of students with average levels was observed. In order to analyze the effects of a mathematical education process based on MM principles on the development of PS skills, a quasi-experiment (Chapter 3) was conducted with students of fourth and fifth grades of Elementary School (N = 18). After subdividing them into Montessori Group (MG) and Traditional Schooling Group (TSG), they participated in a process of mathematical education. The ERP were applied pre and post-mathematical education. There were gains in both PSS and PO, albeit limited, in 7 the MG. However, MG and TSG did not differ in mathematical performance. It is possible to state that, even though other studies are necessary to obtain more evidence of validity and to estimate its reliability, the ERP have satisfactory psychometric properties. There is also evidence that the MM can contribute to the development of PS skills. However, in the latter case, more empirical evidence is also needed, especially those obtained in classrooms rather than in experiments. Developing the PS skills of the students is fundamental, since they are essential both in the teaching-learning process and in life itself.]

Language: Portuguese

Published: Juiz de Fora, Brazil, 2017

Doctoral Dissertation

El Método Montessori en el Desarrollo de la Expresión Oral del Idioma Inglés [The Montessori Method in the Development of Oral Expression of the English Language]

Available from: Universidad Central del Ecuador - Repositorio Digital

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Abstract/Notes: El presente proyecto de investigación se realizó con el objetivo de analizar la manera en que el Método Montessori contribuye al desarrollo de la expresión oral del Idioma Inglés en los niños de Educación Inicial del Centro Educativo Margarita Naseau en el periodo 2019-2020. El sustento teórico se orientó en la aplicación educativa, materiales didácticos, rol del docente y la enseñanza del idioma inglés. Por lo tanto, el proyecto tiene un enfoque cuali-cuantitativo, de carácter descriptivo y a su vez correlacional, bajo la modalidad socioeducativa que corresponde a una investigación aplicada porque se basa en datos reales. Las técnicas aplicadas en esta investigación fueron encuesta a los docentes y lista de cotejo a los estudiantes del Centro Educativo con el objetivo de determinar cómo el método Montessori contribuye al desarrollo de la expresión oral del idioma Inglés en los estudiantes. Una vez realizado el análisis e interpretación de resultados se concluyó que la aplicación del Método Montessori así como ayuda al niño a ser independiente también lo ayuda aprender diferentes idiomas y además se determinó la importancia que tiene para mejorar la expresión oral. La propuesta en base a los resultados es la elaboración de una guía de actividades lúdicas que incluye la aplicación del Método Montessori y los diferentes materiales a utilizarse.

Language: Spanish

Published: Quito, Ecuador, 2020

Doctoral Dissertation

Montessori yöntemine dayalı öğretim tasarımının birinci sınıf öğrencilerinin hazırbulunuşluklarına matematik ve okuma-yazma becerilerine etkisi / Effect of teaching design based on Montessori method on the readiness and mathematics, reading and writing skills of first class

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Mathematics education - Achievement, Middle East, Montessori method of education, Preschool children, Reading - Academic achievement, Turkey, Western Asia, Writing - Achievement, Writing - Instruction and study

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Abstract/Notes: The purpose of this research is to investigate the effect of Montessori Method which is widely used among alternative training models, on the readiness, mathematics and reading and writing skills of first grade elementary students. As the research model, nested pattern being among mixed method research patterns has been preferred. In the quantitative side of the study, experimental design has been used and in the qualitative side, interview and observations have been used. Research study group was composed of 23 learners attending two different elementary schools in Burdur Altinyayla district within academic period of 2017-2018 as well as class teacher of experimental group and the parents. In the preparation of teaching design that is based on Montessori Method that is applied in the study, ADDIE approach has been taken as basis. In the first period of academic years of 2017-2018, in the experimental group Montessori Method has been applied and in the control group, MEB teaching program events have been applied. Quantitative data of research have been obtained by using 'Metropolitan School Maturity Test' (Oktay, 1980), 'Early Mathematics Skills Test (TEMA-3)' (Erdoğan, 2006) and reading and writing skills assessment forms developed by the researcher (reading speed, comprehension, writing speed, writing speed, legibility). "Metropolitan School Maturity Test' and 'Early Mathematics Skills Test" have been applied as pre-test and post-test, while reading and writing skills assessment forms have been applied as post-test and permanency test. In gathering qualitative data, teacher and parent interview forms, researcher observations (notes, photography and video records) and teacher diaries have been used. In the analysis of quantitative data, for dependent and independent samples groups, t-test, Mann Whitney U Test and Wilcoxon Marked Sequences Test have been used and impact sizes have been calculated. In the analysis of qualitative data, Miles and Huberman Model has been used. According to the quantitative results of research, Montessori Method improves readiness, mathematics and reading, writing skills. According to qualitative research results, it has been determined that the method enables easy and permanent learning with its integrated thematic approach and that it improved communication, creative thinking, decision taking skills as wells as hand skills of learners and that it improved collaboration of learner-learner and learner-teacher-parent. It has been seen that qualitative outcomes of research supported the quantitative results. It has been observed that Montesori Method has been effective in first class of elementary school. Longitudinal studies can be performed as relating with implementation of Montessori Method in elementary school. / Bu araştırmanın amacı, alternatif eğitim modelleri arasında yaygın olarak kullanılan Montessori Yöntemi'nin, ilkokul birinci sınıf öğrencilerinin hazırbulunuşluklarına, matematik ve okuma yazma becerilerine etkisini incelemektir. Araştırma modeli olarak karma yöntem araştırma desenlerinden iç iç geçmiş desen tercih edilmiştir. Çalışmanın nicel kısmında yarı deneysel desen, nitel kısmında ise görüşme ve gözlem kullanılmıştır. Araştırmanın çalışma grubunu 2017-2018 öğretim yılında, Burdur Altınyayla ilçesinde iki ayrı ilkokula devam eden 23 öğrenci ile deney grubu sınıf öğretmeni ve velileri oluşturmaktadır. Çalışmada uygulanan Montessori Yöntemi'ne dayalı öğretim tasarımının hazırlanmasında ADDIE yaklaşımı temel alınmıştır. 2017-2018 öğretim yılının birinci döneminde deney grubunda Montessori Yöntemi, kontrol grubunda MEB öğretim programı etkinlikleri uygulanmıştır. Araştırmanın nicel verileri, 'Metropolitan Okul Olgunluğu Testi' (Oktay, 1980), 'Erken Matematik Yeteneği Testi' (Erdoğan, 2006) ve araştırmacı tarafından geliştirilen okuma yazma becerileri değerlendirme formları (okuma hızı, okuduğunu anlama, yazma hızı, yazı okunaklılığı değerlendirme formu) kullanılarak elde edilmiştir. 'Metropolitan Okul Olgunluğu Testi' ile 'Erken Matematik Yeteneği Testi (TEMA-3)' ön test ve son test olarak, okuma yazma becerileri değerlendirme formları ise son test ve izleme testi olarak uygulanmıştır. Nitel verilerin toplanmasında öğretmen ve veli görüşme formları, araştırmacı gözlemi (notlar, fotoğraf ve video kayıtları) ve öğretmen günlüğü kullanılmıştır. Nicel verilerin analizinde bağımlı ve bağımsız örneklemler için t-Testi, Mann Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmış ve etki büyüklükleri hesaplanmıştır. Nitel verilerin analizinde Miles ve Huberman Modeli kullanılmıştır. Araştırmanın nicel sonuçlarına göre Montessori Yöntemi; hazırbulunuşluluğu, matematik ve okuma yazma becerilerini geliştirmektedir. Nitel araştırma sonuçlarına göre yöntemin bütünleştirilmiş tematik yaklaşımı ile kolay ve kalıcı öğrenme sağladığı, öğrencilerin iletişim, yaratıcı düşünme, karar verme becerileri ile el becerilerini geliştirdiği, öğrenci-öğrenci ve öğrenci-öğretmen-veli işbirliğini artırdığı belirlenmiştir. Araştırmanın nitel sonuçlarının nicel sonuçları desteklediği görülmüştür. İlkokul birinci sınıfta Montesori Yöntemi'nin etkili olduğu görülmüştür. Montessori Yöntemi'nin ilkokulda uygulanması ile ilgili boylamsal çalışmalar yapılabilir.

Language: Turkish

Published: Burdur, Turkey, 2019

Doctoral Dissertation

Examining Elementary Teachers' Perceptions of the Impact of High-Stakes Testing on Classroom Teaching Practices: A Mixed Methods Study

Available from: UAB Libraries

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Abstract/Notes: The No Child Left Behind Act of 2001 (NCLB) requires schools to be held accountable for academic performance. It is believed the pressure of accountability will lead teachers to narrow the curriculum by engaging students in test preparation activities. The purpose of this two-phase, explanatory mixed methods study was to examine elementary teachers’ perceptions of the impact of the Stanford Achievement Test 10 (SAT-10) and the Alabama Reading and Math Test (ARMT) on classroom teaching practices from a sample of third-grade, fourth-grade, and fifth-grade teachers in three large school systems in Alabama. The purpose of the first, quantitative phase of the study, was to reveal teachers’ perceptions of the impact of high-stakes testing on curriculum and instructional approaches, the amount of time spent on critical thinking skills, the amount of time spent on test preparation activities, and the perceived impact of state tests on students and teachers by surveying 123 third-grade through fifth-grade teachers in three large Alabama school systems. In the second, qualitative phase of this study, purposeful sampling strategy and maximal variation sampling strategy were employed to interview nine teachers who responded to the survey in the first, quantitative phase of the study to explore the results from the statistical tests in more depth. Findings suggested urban teachers spent more time on critical-thinking skills than rural and suburban teachers, and low-socioeconomic, rural teachers experienced more stress caused by high-stakes testing than their geographical counterparts. All teachers independent of socioeconomic status or school geographical location reported they increased their focus on reading and math, which were the subjects assessed on high-stakes tests and de-emphasized subjects not tested such as social studies and science. Finally, most teachers reported they decreased the teaching of critical thinking skills due to the SAT-10 but increased the teaching of critical thinking skills due to the ARMT. Due to the lack of research regarding high-stakes testing in Alabama elementary schools, there was a need for teachers to discuss the specific impact of testing on classroom teaching practices because they work directly with students and are cognizant of the challenges that teachers face.

Language: English

Published: Birmingham, Alabama, 2010

Doctoral Dissertation

Sosyal beceri eğitimi programı ile desteklenmiş Montessori yönteminin anaokulu çocuklarının duyguları anlama ve sosyal problem çözme becerilerine etkisi [The effect of Montessori method supported by social skills training program on understanding emotions and social problem solving skills of kindergarten children]

Available from: Selçuk University (Turkey)

Asia, Middle East, Montessori method of education, Problem solving in children, Social development, Social emotional learning, Turkey, Western Asia

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Abstract/Notes: Bu araştırma, Sosyal Beceri Eğitimi Programı ile desteklenmiş Montessori yönteminin anaokulu çocuklarının duyguları anlama ve sosyal problem çözme becerilerine etkisini incelemek amacıyla yapılmıştır. Çalışma grubunda, 2013-2014 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokulu'na devam eden 53 çocuk yer almıştır. Araştırmada veri toplama aracı olarak, Wally Duygular Testi ve Wally Sosyal Problem Çözme Testi kullanılmıştır. Testler çocuklara deneme öncesi ve sonrasında uygulanmış; ayrıca deneme grubuna eğitim programı bitiminden altı hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Kruskal Wallis H testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Bulgular incelendiğinde, deneme, kontrol 1 ve kontrol 2 grubu çocuklarının Wally Duygular Testi ve Wally Sosyal Problem Çözme Testi sontest puan ortalamaları karşılaştırıldığında, deneme grubu lehine anlamlı bir farklılaşma bulunmuştur. Deneme grubu çocuklarının Wally Duygular Testi ve Wally Sosyal Problem Çözme Testi sontest ve izleme testi puan ortalamaları karşılaştırıldığında ise anlamlı bir farklılaşmanın bulunmadığı ortaya konulmuştur. Elde edilen bulgular doğrultusunda ulaşılan genel sonuç; Sosyal Beceri Eğitimi Programı ile desteklenen Montessori yönteminin anaokulu çocuklarının duyguları anlama ve sosyal problem çözme becerilerini olumlu yönde etkilediği ve pür olarak uygulanan Montessori yöntemine ve MEB Okul Öncesi Eğitim Programı'na göre duyguları anlama ve sosyal problem çözme becerileri acısından daha etkili olduğudur. / This research was studied with the purpose of analyzing the effect of Montessori method supported by social skills training program on kindergarten children's skills of understanding feelings and social problem solving. 53 children who attended at Selcuk University, Faculty of Health Sciences, Ihsan Dogramaci Aplication Nursery School in Konya in 2013-2014 school year were included in the study group. Wally Feelings Test and Wally Social Problem Solving Test were used as data collection tool. The tests were applied to the children as pre and post test; in addition, the tests were applied to the experimental group again six weeks after the end of the educational program. Kruskal Wallis H test and Wilcoxon Signed Rank Test were used to analysis of data obtained in the study. When findings were analyzed, comparing scores of posttest of Wally Feelings Test and Wally Social Problem Solving Test of experimental, control 1 and control 2 groups, it was found that there was a meaningful differentiation in favor of experimental group. When comparing posttest and follow-up test of Wally Feelings Test and Wally Social Problem Solving Test scores of experimental group, it was proved that there was not a meaningful differentiation. The overall outcome of the study based on the obtained results is that Montessori Method Supported by Social Skills Training Program supports the development of children's skills of understanding feelings and social problem solving.

Language: Turkish

Published: Konya, Turkey, 2015

Doctoral Dissertation (Ph.D.)

An Exploratory Study on the Effectiveness of Montessori Constructs and Traditional Teaching Methodology as Change Agents to Increase Academic Achievement of Elementary Black Students

Available from: ProQuest - Dissertations and Theses

Academic achievement, African American children, African American community, Americas, Montessori method of education, Montessori schools, North America, United States of America

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Abstract/Notes: Black students consistently underachieve academically in comparison to White students. To minimize the achievement gap between Black students and White students, some experts advocate the use of differentiated instruction as an alternative methodology to teach underachieving students. Differentiated instruction is predicated on teaching students based on their learning abilities and/or learning preferences. The differentiated instructional model examined in this study combined traditional teaching methodology with specific Montessori stage two and stage three constructs. This exploratory qualitative study examined the impact that Montessori constructs combined with traditional teaching methods had on academic achievement of Black students in grades four and five in an inner city school in Dallas County, Texas. The study further explored the sample’s perceptions of and preferences for the combined teaching methodology. The sample group had been exposed to the differentiated teaching model evaluated in the study. Disaggregated 2007 and 2008 TAKS results from the Texas Education Agency were obtained to compare the school’s fourth and fifth grade Black students’ achievement to their cohort groups in the district and in the state. The TAKS data comparisons found variability in performance among the groups in each of the subject areas assessed by TAKS. Qualitative data from a Likert Scale, multiple choice questions, questionnaires, written essay, and interviews were obtained from the participants to examine the students’ perceptions of and preferences for the combined teaching methodology. Data responses were analyzed and themes were developed to determine black students’ preferences for teaching, learning, and factors that contribute to learning. The findings of this study imply that future use of a differentiated instructional model that combines traditional teaching methodology and specific Montessori constructs and principles might be effective in improving Black student achievement.

Language: English

Published: Minneapolis, Minnesota, 2009

Doctoral Dissertation

Institutional Resistance to the Montessori Method: A Historical Case Study in the Adoption of Technologies of Instruction

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The excitement accompanying the announcement of the Montessori method in the early part of the twentieth century did not presage its ultimate fate. Previous research has attributed rejection to Montessori's nationality, religious affiliation, professional training and Kilpatrick's evaluation in his monograph 'The Montessori System Examined'. This study investigated barriers within the adopting system rather than those associated with Montessori herself and in addition, compared the present environment for the adoption of technologies of instruction using computer-assisted instruction as an example. An analysis of the characteristics of computer assisted instruction and its innovation environment revealed many parallels with the Montessori method. Within the hierarchical system of education professors of education represented the apex of the system, superintendents constituted the middle portion while teachers occupied the least authoritative position. High status members who viewed the collection of didactic materials as a technological innovation, low status members who perceived the reorganization of time to accomodate students' needs as an organizational innovation, and marginal status members who regarded the shift from teacher-centered instruction to materials-centered instruction as a paradigmatic innovation could accept the Montessori method. However, partitioning the system of education into school building and classroom subsets effectively advanced both administrators and teachers to high status positions with the results that each group would reject the Montessori method as a paradigmatic innovation, particularly when the consequences of adoption formed part of the decision process. The early view of the didactic materials as a technological innovation gave way to the perspective that the process of designing and implementing the Montessori method was a paradigmatic innovation requiring the assumption that materials-centered instruction was as effective as teacher-centered instruction. The consequences of this restructured view of the system of education for each of the three groups would have been a loss of power, prestige and economic position.

Language: English

Published: Bloomington, Indiana, 1985

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