Montessori Education at a Distance, Part 2: A Mixed-Methods Examination of Montessori Educators' Response to a Global Pandemic

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Autor/inn/en	Murray, Angela K.; Brown, Katie E.; Barton, Patricia
Titel	Montessori Education at a Distance, Part 2: A Mixed-Methods Examination of Montessori Educators' Response to a Global Pandemic
Quelle	In: Journal of Montessori Research, 7 (2021) 1, S.31-50 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Schools; Teacher Attitudes; COVID-19; Pandemics; Montessori Method; Experiential Learning; School Closing; Distance Education; Early Childhood Teachers; Elementary School Teachers; Teaching Methods; Videoconferencing; Learning Activities; Parents as Teachers; Individualized Instruction; Educational Environment; Teacher Expectations of Students; Students with Disabilities; Natural Resources; Decision Making; Instructional Materials; Peer Teaching; Conflict Resolution; Classroom Environment; Goal Orientation; Parent Role; Self Control; Emotional Response; Educational Resources; Integrated Curriculum; Manipulative Materials + Suchen Sie Ihr Suchwort? Montessori-Schule; Lehrerverhalten; Montessori pedagogics; Montessori-Pädagogik; Experiental learning; Erfahrungsorientiertes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Individualisierender Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Natural Ressource; Natürliche Ressource; Decision-making; Entscheidungsfindung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Peer group teaching; Peer Group Teaching; Conflict solving; Konfliktlösung; Konfliktregelung; Klassenklima; Unterrichtsklima; Zielorientierung; Zielvorstellung; Parental role; Elternrolle; Selbstbeherrschung; Emotionales Verhalten; Bildungsmittel; Hilfsmittel
Abstract	This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the "Journal of Montessori Research." First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child's growth and development remained front and center, Montessori teachers' approach to academics looked very different under distance learning. Still, the ongoing attention to children's social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship. [For "Montessori Education at a Distance, Part 1: A Survey of Montessori Educators' Response to a Global Pandemic," see EJ1310530.] (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01