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Book
The Montessori Approach and the Education of the Deaf Preschool-Child: Can This Approach, Based on Intrinsic Motivation and That Prepares the Environment for Intentionality in Learning, Aid Cognitive Development and Therefore General Development?
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Language: English, Norwegian
Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982
Article
The Role of Rewards and Reinforcements in Early Education Programs: Ii Fostering Intrinsic Motivation to Learn
Available from: ScienceDirect
Publication: Journal of School Psychology, vol. 10, no. 3
Date: Sep 1972
Pages: 243-251
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Abstract/Notes: Teacher training should prepare teachers to develop intrinsic motivation to learn in children, rather than to consequate their learning efforts with extrinsic rewards. Examples of teacher behaviors believed necessary for fostering intrinsic motivation to learn are provided, along with suggestions for training teachers to use them in the classroom.
Language: English
DOI: 10.1016/0022-4405(72)90059-3
ISSN: 0022-4405
Research Report (Master's)
Educators on Social Media: A Look Into What Montessori Teachers and Other Educators Believe About Intrinsic Motivation and Rewards
Available from: American Montessori Society
Intrinsic motivation, Montessori method of education - Teachers, Social media in education, Teachers
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Language: English
Published: Cincinnati, Ohio, 2013
Article
A belső motivációt befolyásoló tényezők és megjelenésük a Montessori-pedagógiában [Factors influencing intrinsic motivation and their appearance in Montessori pedagogy]
Available from: Arcanum Digitális Tudománytár
Publication: Új Pedagógiai Szemle, vol. 48, no. 3
Date: Mar 1998
Pages: 44-54
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Abstract/Notes: Az iskolai tanulás eredményességét nemcsak a kognitív képességek, hanem az egyén motivációs háttere is meghatározza. Az intrinzik, a belső motiváció a megismerő tevékenység egyik energiaforrása, s feltétele a tartós, perspektivikus tanulási magatartás kialakulásának. A szerző azokat a tényezőket tárja fel, melyek előnyösen befolyásolják a tanulók intrinzik motivációjának fenntartását, s bemutatja ennek gyakorlati megvalósulását a Montessori-szemléletű nevelési-oktatási rendszerben. [The effectiveness of school learning is determined not only by cognitive abilities but also by the motivational background of the individual. Intrinsic, intrinsic motivation is one of the energy sources of cognitive activity and a condition for the development of lasting, perspective learning behavior. The author explores the factors that have a beneficial effect on maintaining the intrinsic motivation of students and presents its practical implementation in the Montessori-based education system.]
Language: Hungarian
ISSN: 1215-1807, 1788-2400
Master's Thesis (Action Research Report)
Increasing Intrinsic Motivation and Reading Comprehension in Children
Available from: St. Catherine University
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Abstract/Notes: This action research studied the impact of strategic methods employed to help increase in intrinsic motivation of children to read while increasing comprehension ability. The study occurred in a private Montessori elementary classroom (grades 1-4). Eight students were exposed to a variety of literature genres strategically introduced and displayed and had the ability to choose literature at their leisure, participated in a book club, and completed weekly comprehension examines. Sources of data include dialogue recorded through teacher journaling, comprehension exam data, tally sheet containing data regarding book selections and also student self-evaluations. Following the implementation of the motivational techniques, participants’ demonstrated a significant increase in motivation to read. In addition, the comprehension exam scores increased steadily throughout the course of the study. The motivational techniques have improved the participants’ overall intrinsic motivation to read; therefore I will continue to implement these techniques into my curriculum.
Language: English
Published: St. Paul, Minnesota, 2015
Master's Thesis (Action Research Report)
The Effects of Work Journals, Portfolios, and Cosmic Education on Intrinsic Motivation in an Upper Elementary Montessori Environment
Available from: St. Catherine University
Action research, Cosmic education, Upper elementary
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Abstract/Notes: The purpose of this research was to explore the effects of work journals, portfolios, and cosmic education on intrinsic motivation. The study was performed at a Montessori school in Indiana that serves children from birth through high school graduation. Thirtyfour learners in an upper elementary classroom participated in the study over the course of eight weeks. Data collection included two pre- and post-assessments, daily observations, and interviews with participants. Results of the pre- and post-assessments showed an overall decrease in both extrinsic and intrinsic motivation, although learners perceived their work as having greater value and importance. Observation data revealed an increase in desirable behaviors over the course of the study. Interviews indicated that learners enjoyed the interventions and felt they were helpful. The results of this action research suggest that the use of work journals, portfolios, and cosmic education increase engagement and flow in the learning environment.
Language: English
Published: St. Paul, Minnesota, 2016
Master's Thesis (Action Research Report)
The Effect of Student-Led Conferencing at School and at Home on Goal-Setting, Goal-Fulfillment, Effort, Achievement, Intrinsic Motivation, and Satisfaction for Montessori Lower Elementary 3rd Year Students.
Available from: St. Catherine University
Academic achievement, Action research, Americas, Goal (Psychology), Goal setting, Lower elementary, Montessori method of education, North America, United States of America
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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
Master's Thesis (Action Research Report)
The Influence of Yoga and Meditation on Intrinsic Motivation in Early Childhood Education
Available from: St. Catherine University
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Abstract/Notes: The objective of this action research was to see if daily voluntary yoga and meditation influence intrinsic motivation in a 3-6-year-old Montessori classroom. The time frame of this study was over six weeks in the beginning of the school year at an urban public Montessori school. The children who participated in the study were eighteen 3-6-year-old students. The experiment included using two apps, one for meditation and one for yoga, every morning for forty-five minutes. Children were welcomed to join when they were ready and leave when they felt refreshed. Some positive effects of our research were an increase in work productivity, emotions towards work and themselves, and an increase in children being focused on work. To expand this research in the future, we would track data for longer than a six-week period and track data prior to starting research to measure a baseline.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (M. Ed.)
Intrinsic and Extrinsic Motivation in Montessori Schools: Teachers Speak
Available from: Library and Archives Canada
Montessori schools, Motivation (Psychology)
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Abstract/Notes: In my study I examined the practices of Montessori educators in motivating children in a classroom setting. I interviewed 6 Montessori educators from various schools in the eastern, southern and northern parts of Ontario to share their first hand experiences and knowledge. Although these Montessori educators believe that intrinsic motivation without extrinsic should be sufficient motivation the results from the study indicated that 5 of these 6 teachers employ both intrinsic and extrinsic motivation to keep the children on task and interested in their work. The findings indicate that only 1 educator utilizes intrinsic motivation exclusively. The results indicate that 5 of the 6 participants believe that children require the addition of external factors, such as praise, achievement levels and stickers, free and self directed time to motivate students to complete their work.
Language: English
Published: North Bay, Ontario, Canada, 2009
Article
När inre och yttre motivation möts - då uppstår kreativitet [When internal and external motivation meet - then creativity arises]
Publication: Montessori-tidningen (Svenska montessoriförbundet), no. 4
Date: 1994
Pages: 14-15
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Language: Swedish
ISSN: 1103-8101