Language: Dutch

Language: German

ISSN: 0944-2537

Language: Dutch

Language: English

ISSN: 1071-6246

Language: Dutch

ISSN: 0166-588X

Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible. [Reviewed in AMI Communications 2008/1]

Language: English

Published: Münster, Germany, 2006

Abstract/Notes: Bu araştırmada, Montessori Yöntemi'nin okul öncesi eğitimi alan 36-66 ay çocuklarının öz bakım becerilerine etkisi incelenmiştir. Araştırmanın bağımlı değişkeni çocukların öz bakım (kişisel bakım ve temizlik, yemek yeme, dinlenme, giyinme, kazalardan korunma, çevreyi düzenleme) becerileri, bağımsız değişkeni ise Montessori Yöntemi'dir. Bu araştırmanın çalışma grubu 2013-2014 öğretim yılında Konya ili, Selçuklu ilçesi, Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Uygulama Anaokulunda eğitim alan ve yansız atama ile seçilen 3-6 yaş grubu çocuklarından oluşmaktadır. Araştırmaya 20 deneme, 20 kontrol grubu olmak üzere 40 çocuk dahil edilmiştir. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırmada okul öncesi çocuklarının öz bakım becerilerini belirlemek amacıyla Öz Bakım Becerileri Değerlendirme Testi kullanılmıştır. Testler çocuklara deneme öncesi ve sonrasında uygulanmış, ayrıca beş hafta sonra deneme grubuna eğitimin kalıcılığı ölçmek için tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Araştırmadan elde edilen bulgular aşağıda özetlenmiştir: ● Deneme grubu çocuklarının öz bakım becerileri son test puan ortalamaları ön test puan ortalamalarından anlamlı düzeyde yüksektir. ● Kontrol grubu çocuklarının öz bakım becerileri son test puan ortalamaları ön test puan ortalamalarından anlamlı düzeyde yüksektir. ● Deneme grubu çocukları öz bakım becerilerinden temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerilerinde son test puan ortalamaları, kontrol grubu çocuklarının temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerileri son test puan ortalamalarından anlamlı düzeyde yüksektir. Kendini kazalardan koruma ve çevreyi düzenleme becerilerinde ise deneme ve kontrol grubunun bulguları benzer çıkmıştır. ● Deneme grubu çocuklarının son test puan ortalamaları ile izleme testi puan ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori Yöntemi'nin okul öncesi çocuklarının öz bakım becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerilerine göre daha etkili olduğudur. / In this study, the effects of The Montessori Method on preschool children's (36-66 months) self care skills were examined. The dependent variable in this study was "children's self care skills (personal care and cleaning, eating, resting, wearing, protecting themselves from the accident, arranging environment)", the independent variable was "The Montessori Method". The study group of the research consisted of three/six years old children who were chosen with the objective assignment and had education in Selcuk University Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School in 2013–2014 education year in Selcuklu county in Konya. A total of 40 children were included in the study;twenties of them were in the experimental group and the rest of them were in the control group. While the study groups were being formed, age variable was taken into consideration and groups were equally distributed. In the study, self care skills assessment test was used to determine preschool children's self care skills assessment. The tests were applied to children before and after testing, and they were applied again to evaluate permanence to experimental group 5 weeks later. At the analysis of the data acquired in the study, Mann Witney U Test and Wilcoxon signed ranks tests were applied. The findings of the study were summarized below: ● The general self care skills of children in experimental group's post-test average scores were significantly higher than pre-test average scores. ● The general self care skills of children in control group's post-test average scores were significantly higher than pre-test average scores. ● The post test average scores of children in experimental group's self care skills (personal care and cleaning,eating,resting,wearing skills) were meaningfully higher than the post test average scores of children in control group. Also protecting themselves from the accident and arranging environment skills' scores were same between children in experimental and control group. ● No significant difference was found between post-test average scores and follow-up tests average scores of experimental group. The general conclusion which was obtained from the results was The Montessori Method made positive contribution to preschool children's self care skills and it was more effecient than Ministry of National Education Pre-school Education Program about the personal care and cleaning, eating, resting, wearing skills.

Language: Turkish

Published: Konya, Turkey, 2015

Abstract/Notes: The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.

Language: English

DOI: 10.1080/02568540709594622

ISSN: 0256-8543, 2150-2641

Abstract/Notes: Extracts from address given at Seminar Hyderabad Deccan, India, 1964

Language: English

ISSN: 0519-0959

Language: English