Abstract/Notes: Background Difficulties in eating can profoundly influence the well‐being of those living with dementia. Previous research has shown that Spaced Retrieval and Montessori‐based interventions can enhance eating independence during meals and optimise nutritional health in people living with dementia in nursing homes. However, few studies examine the effects of these interventions on those living with dementia who follow western‐style eating etiquette. Aim This pilot study aims to evaluate the effectiveness of the SPREMON (Spaced Retrieval and Montessori‐based activities) mealtime intervention on mealtime independence, mealtime engagement and affect (mood), and nutritional status among people living with dementia in a nursing home. Method This quasi‐experimental study will involve people with dementia living in nursing homes. The intervention consists of Spaced Retrieval and Montessori‐based activities designed to enhance eating procedural memory and eating motor skills over 7 weeks. Data will be collected pre‐intervention and post‐intervention and at 3‐month follow‐up. Depending on the distribution of the data, an ANOVA or Friedman test will be used to examine the differences in the means for mealtime independence, engagement and affect, and nutritional status over time. Discussion There is limited evidence of the impact of Spaced Retrieval and Montessori‐based activities in people living with dementia using western dining etiquette. This study bridges this knowledge gap and provides new knowledge about the effectiveness of such interventions to enhance mealtime independence and engagement and affect for people with dementia living in nursing homes. Trial Registration ANZCTR identifier: ACTRN12623001031651p

Language: English

DOI: 10.1002/nop2.70156

ISSN: 2054-1058

Abstract/Notes: Background Non‐pharmacological interventions (NPIs) are the primary approaches to the management of behavioural and psychological symptoms of dementia (BPSD), but studies have indicated that there is a suboptimal implementation. Although there are several studies on the factors influencing NPI implementation for BPSD at residential aged‐care homes (RACHs), there has not been a comprehensive qualitative systematic review on the topic. Objectives This systematic review aimed to examine the qualitative studies that investigate the factors influencing the implementation of NPIs for managing BPSD in RACHs. Search Methods Systematic searches were conducted up until 31 December 2023 using five databases: MEDLINE, EMCARE, EMBASE, CINAHL complete and APA PsycINFO. Selection Criteria This systematic review included qualitative studies and qualitative data from mixed‐method studies on the implementation of NPIs for RACH residents with dementia experiencing BPSD. The research question and inclusion criteria for this review included the components of PICo: Population (aged‐care residents with dementia), Phenomenon of interest (factors influencing implementation of NPIs) and Context/setting (RACHs). Data Collection and Analysis After screening and extracting the data, the methodological limitations were assessed using the Joanna Briggs Institute System for the Unified Management, Assessment, and Review of Information (JBI SUMARI) quality assessment tool. JBI SUMARI meta‐aggregative synthesis was used to synthesise the data. The extracted findings were categorised into the 10 Theoretical Domain Framework domains: knowledge, skills, environmental context and resources, social influences, reinforcement, emotions, intentions, beliefs about consequences, social and professional roles and beliefs about capability. Confidence in the output of qualitative research synthesis (CONQual) was used to assess the credibility and dependability of the synthesised findings. Main Results Twenty‐four studies were included, from which factors influencing NPI implementation were extracted. Study participants included RACH managers, RACH care staff, families of aged‐care residents with dementia and volunteers. Amongst the studies specifying the gender of participants, there were 352 females (84.4%) and 46 males (15.6%). The method of data collection for the included studies consisted of eighteen interviews, five focus group discussions and one qualitative survey. All except one study had a quality assessment score of at least 60% based on the JBI SUMARI quality assessment tool. However, all studies were included regardless of the result of the quality assessment result. These studies spanned the period from 2010 to 2022 and were mostly conducted in the United Kingdom, Australia, the United States and Canada. Twenty‐four synthesised findings were identified (13 high, 7 moderate and 4 low ConQual scores). Examples of factors influencing the implementation of NPIs were collaboration amongst care staff and families of residents with dementia, belief in the efficacy of interventions, staffing, staff time constraints, funding, familiarity with the interventions, organisational support, communication amongst the care staff and with families of residents with dementia, education and training for the care staff and families of residents with dementia and familiarity with the residents with dementia. Authors' Conclusions This systematic review highlights and synthesises factors influencing the implementation of NPIs for managing BPSD in RACHs. Key factors include collaboration amongst staff and families, organisational support, staffing, education and staff familiarity with both the interventions and residents. Strengthening these areas could enhance the care outcomes for aged‐care residents with dementia. For decision‐makers, these insights suggest the need for comprehensive strategies to improve NPI implementation. This could include ensuring appropriate staffing levels, enhancing collaboration, allocating adequate funds, providing training, strengthening organisational support and improving the quality of information exchange amongst care staff, between care staff and volunteers and families of residents with dementia. For researchers, the findings from this systematic review could provide valuable insights including the need to explore strategies to overcome barriers to NPI implementation, especially investigating innovative models for staffing and collaborative practice, examining the effectiveness of different education and training approaches, and exploring organisational policies and support mechanisms that can enhance the implementation of NPIs.

Language: English

DOI: 10.1002/cl2.70029

ISSN: 1891-1803

Language: English

Language: English

Published: Gaziantep, Turkey: Ozgur Press, 2024

ISBN: 978-975-447-962-1

Language: English

Published: Newcastle upon Tyne: Cambridge Scholars Publishing, 2025

ISBN: 978-1-0364-1767-3

Abstract/Notes: There is a global interest in the development and effectiveness of metacognition which is the concept of “thinking about thinking”. This book marries a powerful reckoning of 33 contributing scholars from the countries of Belize, Canada, England, Malaysia, Russia, Scotland, and 8 states within the United States of America. Techniques and strategies to develop heightened metacognitive behaviours are included in this book. Eighteen chapters comprise topics related to metacognition, such as its interconnectedness with children’s thinking and learning, as evident, for example, in the Montessori Method; how it impacts the lives of culturally and linguistically diverse students; its role in drama, dance, and television programs, including its presence in epistemic trust in educational pedagogy; obsessive-compulsive disorders, and as a bridge to those who are deaf and hard of hearing. Metacognition is everywhere; one can see it, feel it, hear it, move with it, and, if given the opportunity, taste the success of metacognition.

Language: English

Published: Newcastle upon Tyne: Cambridge Scholars Publishing, 2025

ISBN: 978-1-0364-1767-3

Abstract/Notes: This study aims to discuss the Montessori Education Foundation, also known as Yapensori Jakarta, which modifies the curriculum from Maria Montessori. This study outlines how Yapensori maintains Islamic values. This study uses a qualitative approach with a case study type and data collection through interviews, observations, and documentation analysis. Researchers test the validity of the data using method triangulation and source triangulation techniques. Data analysis begins with reviewing the data and reducing it. Then, the data is arranged, after which the data is checked to ensure its validity and interpreted into a substantive theory. This study reveals that Yapensori applies the Montessori curriculum, namely emphasizing student development (humanistic) through maintaining noble morals, faith and piety, and supporting students' Islamic talents through calligraphy activities, reading the Qur'an before entering class, Muraja'ah Al-Qur'an before learning begins, congregational Ashar prayer, Muhasabah, saying greetings, getting used to discipline, extracurricular marawis, hadroh, and Tahfiz. This study is original in exploring the integration of Islamic values ​​in the Montessori education system in Yapensori, which is usually more humanistic and individualistic. This study highlights how Islamic values ​​are implemented through spiritual activities such as muraja’ah, tahfiz, and other worship practices. However, this study is limited to one institution, making it less generalizable. In addition, there has been no quantitative measurement of its impact on students' academics and character, and there is no comparison with non-Islamic Montessori. Further studies with a wider scope and mixed methods are needed for a deeper understanding.

Language: English

DOI: 10.35723/ajie.v9i1.40

ISSN: 2599-3046, 2657-1781

Abstract/Notes: On December 18, 2024, Dr. Jarosław Jendza, a board member of Montessori Europe and scholar from the University of Gdańsk, delivered the second webinar in the series The Quality Montessori Environment and the Research-Informed Practitioner. This series, organized in preparation for the Montessori: Out of the Box! Congress in Oslo (May 9–11, 2025), explores key aspects of Montessori practice through a research-based lens. Dr. Jendza’s presentation examined the philosophical and practical dimensions of qualitative observation in Montessori education. Drawing on Aristotle’s concept of quality as an immeasurable attribute, he contrasted it with the neoliberal, standardized approach to education that emerged in the 1980s. Advocating for a reimagined understanding of quality, he emphasized Montessori’s vision of the child as a unique individual. The webinar introduced qualitative observation as a method that captures children’s natural interactions, guided by stages of orientation, focus, and selection. Key concepts included Geertz’s thick description for deep contextual analysis and clinical descriptions to ensure neutrality in observations. Dr. Jendza also presented Tripp’s Critical Incident Analysis and Brookfield’s Four Lenses Framework as reflective tools to enhance educators’ understanding of their practice. Positioning qualitative observation as a transformative practice, Dr. Jendza highlighted its role in fostering a reflective mindset and strengthening educator-child connections. His insights will be further explored in a hands-on workshop at the Oslo Congress, reinforcing Montessori Europe’s commitment to integrating research and practice.

Language: English

ISSN: 2281-8375

Abstract/Notes: This thesis analyzes the correlation that exists between Montessori educational methods and low-income students. To answer this question, I researched 15 different sources, which included case studies, surveys, and interviews that gave me detailed information on my topic. The results of my research showed there was a positive correlation on the effects of low-income students in Montessori Education, but a negative correlation to the number of low-income students who attend Montessori schools. There are around 15,000 Montessori schools around the world, but only 570 Of them are public. This creates a lot of barriers for low-income students, denying them access to the benefits of Montessori education. The results of this thesis can be used to create awareness and promote an increase in public Montessori schools.

Language: English

Published: Kennesaw, Georgia, 2025

Abstract/Notes: This research analyzes the design aspects of Montessori-based educational tools, such as sandpaper letters, sandpaper numbers, and moving alphabet; employed in early childhood education to introduce letters and numbers. The study aims to evaluate functionality, safety, usability, aesthetic appeal, construction quality, developmental impact, and compliance with standards. Utilizing qualitative analysis and interviews with educators and parents, the data were analyzed using thematic analysis, where interview transcriptions were coded and grouped into categories to identify key themes. The interviews were semi-structured, allowing flexibility for respondents to share their perspectives and experiences in depth. The research examines these tools' effectiveness in facilitating learning among young children. Results reveal varying levels of functionality, safety, and usability across the tools. Sandpaper letters and numbers offer moderate functionality and safety, emphasizing tactile learning, while moving alphabet presents higher functionality and interactive engagement. Usability is limited in static tools but heightened in the interactive moving alphabet. Aesthetic appeal varies, with all media focusing on engaging visual and tactile elements. Compliance with standards remains partial. The research underscores the significance of diverse design approaches in early childhood education and recommends iterative enhancements in usability, safety, and compliance for optimized learning experiences. These findings have implications for educators, suggesting the integration of interactive elements to bolster early childhood education's efficacy.

Language: English

DOI: 10.30998/jd.v12i2.21972

ISSN: 2339-0115