Abstract/Notes: This study was designed to determine the effect of weekly student-led conferences (both at-home and at-school) on goal setting, goal fulfillment, effort, achievement, intrinsic motivation, and satisfaction. One teacher, eight Montessori third-year lower elementary students, and eight parents participated in the study for six weeks. Baseline data on goal setting and fulfillment was collected and analyzed. Guiding questions designed to encourage and support the students formed the content of the conferences. Pre- and post-intervention surveys were administered. The results showed that while the intervention did not help the students set and fulfill greater quantities of goals, it did have a positive effect on the prioritizing of academic and project-based goals. Communication and relationships between parties also increased, resulting in greater adult awareness of student success and challenge, as well as more supportive adult behavior. Continued research could involve a modified home and school conference format for all lower elementary students.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's "Educational Syllabus," providing clues about the future Montessori adult. Suggests that the emotional dimension of the early adolescent stage might be viewed as the end state for childhood. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the Scuola Pedagogica (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro.

Language: English

DOI: 10.1037/hop0000219

ISSN: 1939-0610, 1093-4510

Language: English

ISSN: 1071-6246

Abstract/Notes: This paper is the synthesis of Elizabeth Henke's four years of work from 2009-2013: three years at the high school and one year at the University for Peace. She summarizes, "A Montessori high school education should reveal to the adolescent a pathway to peace that is built on positive human relations and should provide opportunities for contributions to the community that result in experiences of valorization. The organizing principles of the universe and society are revealed in the core of each discipline, and a moral framework emerges before the adolescent when disciplines are explored with the help of experts." This is the first Montessori document that attempts to directly derive moral essentials from teacher interviews about formal high school disciplines that develop peaceful communication and action and bring an understanding of peace theory to students at the Montessori High School at University Circle, in Cleveland, OH.

Language: English

ISSN: 1522-9734

Abstract/Notes: The purpose of this phenomenological qualitative research project was to study how individual student conferencing could impact student’s perceptions of individualized goal attainment. The study took place in a public Montessori elementary school in a suburban Midwestern city. In total, twenty students in grades four through six participated in the study; students ranged in age from nine to twelve years old. Over the course of the study, data was collected through two surveys and individual student conferences in which students were asked to set academic as well as work habit goals. These goals were intended to be worked on throughout a twelve day work cycle, until the students’ next individual conference with the teacher. Both quantitative and qualitative data were collected through the pre and post study surveys as well as the individual student conferences. The results of this data show that a majority of students in the study report that individual student conferences help them achieve their goals. This study also examined another question regarding how these conferences can inform teaching practices as the teacher gains knowledge and insight throughout the process of surveying and conferencing with students.

Language: English

Published: River Falls, Wisconsin, 2022

Abstract/Notes: This study implemented goal setting and self-reflection as self-regulated learning strategies and explored how these affected student work completion and on-task behavior. Students in this environment struggled with self-regulated learning and were observed to not complete work on time and needed redirection to focus on work during the work cycle. The study took place in an upper elementary Montessori environment at a private international school. Thirteen 4th grade students (ages 9-10) participated in the study. During this study, students were given lessons on goal setting and self-reflection and had group discussions about effective goal setting. Students set daily goals for themselves during the study and evaluated their progress at the end of the day. Students met with the guides for pre, mid and post-assessment discussions, where they reflected on their goals and progress. Students were observed twice daily for on and off-task behavior, and follow-up work was checked for completion. Despite the challenges of conducting this study during the COVID-19 pandemic, the results showed that student work completion and on-task behavior increased after students began setting goals. In particular, it proved to be beneficial to students who previously struggled with completing work. Further studies could look into integrating goal setting in a more streamlined manner to increase student engagement and interest.

Language: English

Published: St. Paul, Minnesota, 2022

Language: English

Abstract/Notes: Discusses St. Luke's Academy (a Montessori school).

Language: English

Language: English

ISSN: 0271-6062