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A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training./
Author:	Saleh-Cipolloni, Ambar Judith Chavez.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369651270

A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training.
Saleh-Cipolloni, Ambar Judith Chavez.

A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training. - 1 online resource (116 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2016.

Includes bibliographical references

This qualitative study explored the changes in the practice of early childhood education (ECE) teachers in a specific Montessori program after a series of trainings. This study's purpose was to compare the teacher practices in a Montessori preschool program before and after specific pedagogical training. The ECE teachers were trained in a four-week series of didactic sessions on Montessori philosophy and pedagogy. On week days the teachers were mentored by observation, direct feedback, and guidance of practice. Classes met 15 hours per week for a total of 60 contact hours.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369651270Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training.
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100 1 $a Saleh-Cipolloni, Ambar Judith Chavez. $3 1186343
245 1 2 $a A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training.
264 0 $c 2016
300 $a 1 online resource (116 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Maria Mendez.
502 $a Thesis (Ed.D.)--Nova Southeastern University, 2016.
504 $a Includes bibliographical references
520 $a This qualitative study explored the changes in the practice of early childhood education (ECE) teachers in a specific Montessori program after a series of trainings. This study's purpose was to compare the teacher practices in a Montessori preschool program before and after specific pedagogical training. The ECE teachers were trained in a four-week series of didactic sessions on Montessori philosophy and pedagogy. On week days the teachers were mentored by observation, direct feedback, and guidance of practice. Classes met 15 hours per week for a total of 60 contact hours.
520 $a Prior to the beginning of the training classes a baseline of each teacher was established according to the qualities identified for the study. These qualities included the teacher's subjective view of young children, their perception of their teaching role, and their performance with children. Following the end of the training period this process was repeated and any changes were reviewed and described. The information for this review was collected by interview, ongoing documented observation, personal narratives, and personal journals.
520 $a Results of the study supported that specific Montessori training impacted the participant/teachers' subjective view of young children, the perception of their teaching role, and their performance with children. As compared to the beginning of the study, after the four weeks of training the participant/teachers recognized a more constructivist view of how young children learn; they expressed a more reflective perception of their teaching role; and engaged in more responsive, facilitative, and less interruptive performance with children. Conclusions of the study were that providing Montessori pedagogical and philosophical training can improve the qualitative relationships of teachers with young children.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Nova Southeastern University. $b Abraham S Fischler School of Education. $3 1186344
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258057 $z click for full text (PQDT)