Syftet med denna studie är att öka kunskapen om hur pedagoger inom montessori-grundskolor ser på implementeringen av Lgr11 i sin verksamhet. Studiens empiri grundar sig på intervjuer med sex pedagoger som arbetar inom montessorigrundskolor. Vilka för- och nackdelar anser pedagogerna det finns med Lgr11 och hur de ser på framtiden att jobba utifrån den? I litteratur genomgången ger vi bakgrund till montessoripedagogiken och läroplanen 2011. Resultatet av studien är att pedagogerna är positiva till den nya läroplanen även om det medför att de blir tvungna att sätta betyg på sina elever. Studiens slutsats tyder på att det är möjligt att jobba efter Montessoris grundsyn samtidigt som man följer Lgr11 utan några större förändringar inom verksamheten.

Titel: Pedagogers förhållningssätt till inomhusmiljönFörfattare: Bozica Möller och Katja FerragamoNyckelord: Inomhusmiljö, Montessori, Reggio EmiliaHandledare: Nils AnderssonExaminator: Mia Karlsson / Title: Teachers approach to indoorenvironment Authors: Bozica Möller and Katja FerragamoKeywords: Indoorenvironment, Montessori, Reggio EmiliaSupervisor: Nils AnderssonExaminer: Mia Karlsson

Genom detta arbete har vi fördjupat oss i matematikundervisningen inom montessoripedagogiken. Vi ville titta närmre på hur man i en montessoriskola arbetar för att nå upp till några av kursplanens mål i matematik. Vi har intervjuat två montessoripedagoger och gjort elevintervjuer där 14 montessorielever från skolår 2 och 3 ingått. Vi har kommit fram till att inom montessori finns en hel del praktiskt materiel att tillgå som hjälper till att underlätta matematikundervisningen.

Syftet med uppsatsen är att sammanfatta Tanzanias utbildningssystem med särskild fokusering på kvinnors utbildningsmöjligheter, samt genom en etnografisk fältstudie vid ett ”Montessori Training Centre” i Tanzania presentera ett exempel på vad som konkret görs för att stärka flickors utbildningsmöjligheter. I uppsatsen presenteras resultatet av observationer, intervjuer och samtal rörande centrets uppbyggnad och funktion, kvinnors möjlighet till utbildning i landet samt tankar kring montessoripedagogiken. Slutligen lyfts vikten av gemensamma satsningar globalt, nationellt och individuellt för att utveckla jämställdhet mellan könen och skapa förutsättningar för ”utbildning för alla”. Här diskuteras även likheterna människor emellan och vikten av att belysa dessa, samt hur kvinnans nyckelfunktion i familjen i Tanzania skapar förutsättningar att sprida kunskap i samhället och att generera en mer utbildad befolkning överlag.

No description available.

i am humbled by the prospect of Architecture. it is not formulaic or linear in thought and action and at times it can be difficult and elusive to define. i believe Architecture exists yet experience has shown that not all building endeavors lead to Architecture. i search for Architecture with a willingness to embrace the unknown, allowing my practice to provide a defined realm into which Architectural questions and propositions can evolve and open new forms of discovery. / Master of Architecture

The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.

The thesis called The Ways of Presentation of Mathematics in the 7th Grade of Montessori School provides with a description and detailed analysis of Montessori principles with regards to their use and fulfilling tasks during lessons of mathematics at Montessori Schools. Its further aim is to check out in the course of lessons if the three Montessori principles - discovering of facts by an individual, work with mistake and individual approach - are being applied during the presentations of new topics to the 7th grade students of Montessori school. The thesis consists of theoretical and practical parts. The theoretical part deals with establishing of educational areas of mathematics and its application within the "The Framework Education Programme for Elementary Education" and description of current trends in mathematics, didactic constructivism represented by Hejný and Kuřina. Further on, it describes Montessori principles and their application and use during the teaching of mathematics and ways of presentation of mathematic topics in Montessori classes. The end of theoretical part is a comparison of Montessori principles during the mathematic lessons and didactic constructivism. In its introduction, the practical part refers to the theoretical concept of education in the second cycle of Montessori...

<p>Sammandrag</p><p>Med detta arbete vill jag titta på de största skillnaderna mellan en kommunal-, en Montessori- och en Waldorfskola med inriktning på deras engelskundervisning. Detta för att få inspiration till olika sätt att undervisa elever i problem på, i framförallt engelska. För att kunna se de största skillnaderna och likheterna mellan den kommunala skolan, Montessoriskolan och Waldorfskolan började jag med att studera vad som finns skrivit om dem i litteraturen.</p><p>Efter att ha gjort detta valde jag att ta kontakt med en skola av varje sort. Jag besökte de tre skolorna under två dagar vardera under tre veckors tid. Under de två dagarna satt jag med i klassrummet och tittade på hur undervisningen såg ut. Besöket avslutade jag med att intervjua den lärare vars klassrum jag besökte. Intervjufrågorna jag ställde till lärarna var formulerade utifrån den litteratur jag studerat.</p><p>Jag kom fram till att det inte bara finns skillnader utan även likheter mellan skolorna, framförallt mellan den kommunala skolan och Montessoriskolan. Detta både i litteraturen och i resultatet. En av de största skillnaderna mellan de olika pedagogikerna och skolorna var utöver hur de lägger upp elevernas skoldagar, hur de använder sig av de nationella proven. Den kommunala skolan gör de nationella proven i årskurs fem, medan Montessoriskolan gör femmans nationella prov i både fyran, femman och sexan, och Waldorfskolan inte gör dem över huvud taget mer än i årskurs nio. Både Montessoriskolan och Waldorfskolan anser att de kräver mer av sina elever än vad som görs i de nationella målen. Men alla tre skolorna följer målen, även om Waldorfskolorna har sin egen läroplan.</p> / <p>Abstract</p><p>In this study I have looked at some of the differences between a municipal-, a Montessori- and a Waldorf school, with focus on their English teaching. This is because I wanted to find ways to teach English to pupils with various types of learning difficulties. To be able to see the main differences and similarities between a municipal school, a Montessori school and a Waldorf school I began with literature studies.</p><p>When I had finished the literature studies I contacted three schools that applied the different pedagogies. I visited the three schools during two days each through a three-week period. During these two days I was in the classroom when the pupils were there and followed the teachers’ teaching. I ended the visits with an interview with the teacher whose classroom I visited.</p><p>I came to the conclusion that there are both differences and similarities between the three schools. The two schools that are most similar are the municipal school and the Montessori school both in the literature and in the result from the observations and interviews. Two of the main differences between the schools are how they plan the school days for the pupils, in which order they have the lessons, and how they use the national tests. The municipal school uses the national test in fifth grade, the Montessori school uses it in the years four, five and six and the Waldorf school only use it in year nine. The Montessori school and Waldorf school believe that they require more from their pupils that the national goals. All the three schools aim at those goals, but the Waldorf schools have their own curriculum.</p>

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-03-26T18:16:44Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-27T14:33:37Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2018-03-27T14:33:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2017-06-09 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / 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.