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Report
Reading and Math Achievement for African American Lower Elementary Students in Public Montessori Programs
Available from: National Center for Montessori in the Public Sector (NCMPS)
Academic achievement, African American community, African Americans, Americas, Arithmetic - Achievement, Early childhood care and education, Early childhood education, Lower elementary, Mathematics - Achievement, Montessori method of education, North America, Public Montessori
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Abstract/Notes: As Montessori programs in public schools expand, Montessori education is becoming available to a more diverse population of American students than ever before. Students of color have a significant presence in public Montessori schools; over a quarter of students in whole-school public Montessori programs are African American. As these programs grow, researchers have increasingly directed their attention to demonstrating that Montessori works in public schools; however, few studies have examined outcomes for African American students at the lower elementary level, when critical reading and math skills are being established. This study sought to answer the question, how effectively does Montessori instruction promote achievement for African American third grade students in reading and math, compared to similar traditional schools and other public school choice programs?
Language: English
Published: Washington, D.C., 2016
Master's Thesis (Action Research Report)
The Effects of Tootling Without External Rewards On Whole-Class Lessons in a Lower Elementary Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The purpose of this research was to examine the effects of Tootling without external rewards on negative behaviors during whole-class lessons in a Montessori lower elementary classroom. Twenty-four students, ranging from six to nine-years-of-age, including five who received outside assistance, were the subjects of this study. The students participated in a self-assessment pre- and post-intervention. The researcher gave lessons on whole-class lesson etiquette, the importance of being a supportive community, and how to report their classmates’ positive behaviors after whole-class lessons using Tootles. The results suggested Tootling without external rewards had minimal positive effect on students’ negative behaviors during whole-class lessons. A slight increase occurred in students’ positive opinions about their own and their peers’ behaviors during whole-class lessons. Limitations, directions for future study, and implications are discussed.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Stones for the River Bed (Lower Elementary)
Publication: NAMTA Journal, vol. 17, no. 3
Date: Summer 1992
Pages: 96–98
Jeanne Catalano - Writings, Lower elementary, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Tree Walk (Lower Elementary)
Publication: NAMTA Journal, vol. 17, no. 3
Date: Summer 1992
Pages: 42–44
Jeanne Catalano - Writings, Lower elementary, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
"Green Magic" (Lower Elementary)
Publication: NAMTA Journal, vol. 17, no. 3
Date: Summer 1992
Pages: 31–33
Jeanne Catalano - Writings, Lower elementary, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Creative Pollution Control (Lower Elementary)
Publication: NAMTA Journal, vol. 17, no. 3
Date: Summer 1992
Pages: 62–63
Jeanne Catalano - Writings, Lower elementary, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Master's Thesis (M. Ed.)
Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms
Available from: American Montessori Society
Classroom environments, Early childhood care and education, Early childhood education, Elementary education, Montessori method of education - Evaluation, Montessori schools, Prepared environment
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Abstract/Notes: Lack of knowledge about how formative assessment is routinely used in classrooms is a problem for schools and teachers who want to adopt these practices and for schools and teachers who struggle to explain to stakeholders how they use formative assessment to understand and advance their students’ academic growth. Formative assessment has a long history in Montessori education, where it is foundational to teachers’ practice. This project examined the use of summative and formative assessment by Montessori lower elementary teachers in public and private schools. An online survey, classroom observations, and semi-structured interviews were used to collect qualitative and quantitative data on frequency of use for summative and formative assessment; types and frequency of formative assessment use; and meanings which teachers assigned to them. Results indicated that Montessori lower elementary teachers in both public and private schools used summative assessments, with public school teachers using them more than private school teachers, reflecting the requirements of public schools for data collection. Montessori teachers in both types of schools showed a high degree of frequency and unanimity of practice in their use of formative assessment, especially in use of observation and conversation as formative assessment. Findings could by used by schools and teachers who want to understand formative assessment practices as they are enacted in classrooms in order to begin to adopt some of these practices. Findings could be used by Montessori schools and teachers to develop understanding of how they know what their students know in the absence of summative assessment data. This study points to professional development opportunities for public and private schools.
Language: English
Published: Bothell, Washington, 2014
Master's Thesis (Action Research Report)
Does Storytelling Affect Story Writing in a Lower Elementary Classroom?
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: This study investigated the impact an oral storytelling component had on students’ story writing. The study took place over six weeks in an Elementary classroom at a small independent Montessori school. Eight Lower Elementary students (ages 6-9) listened to stories told by the teacher, or orally told ideas for their stories, prior to thirty minutes of story writing. Also, approximately halfway through the study, the students participated in a storytelling workshop conducted by a professional storyteller. Data sources included pre-intervention and weekly writing samples, engagement observations, a writing rubric to code the writing samples and a student writing attitude scale completed before and after the intervention. Over the course of the study, students’ time engaged in the writing process and quality and length of their stories increased. Additionally, after the storytelling workshop, improvement in student writing increased at a faster rate than before the workshop. Further research could study if an oral storytelling workshop implemented earlier in the school year could have a greater impact over a greater length of time.
Language: English
Published: St. Paul, Minnesota, 2017
Book
Intentional Connections: A Practical Guide to Parent Engagement in Early Childhood and Lower Elementary Classrooms
Lower elementary, Montessori method of education
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Abstract/Notes: A must-have book for early childhood and lower elementary teachers! Montessorian Dorothy Harman explains the concept of parent engagement and describes how it creates a mutually beneficial relationship between teacher and parents—one built on open dialogue, trust, deep partnership, and sincere care for the child. From preparing for parent teacher conferences, open houses, field trips and difficult conversations, to enlisting the help of parent volunteers, this book is chock full of practical suggestions and ideas.
Language: English
Published: [Santa Rosa, California]: Parent Child Press, 2018
ISBN: 978-0-939195-60-2
Master's Thesis
A Mindful Start to the Day: Methods to Enhance Concentration for Lower Elementary Students in a Montessori Classroom
Available from: ProQuest - Dissertations and Theses
Attention in children, Concentration, Lower elementary, Mindfulness, Montessori method of education
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Abstract/Notes: Concentration is meaningful not only for students' academic achievement but also for the construction and development of their personality. Mindfulness has been suggested as an effective way of supporting concentration. Based on research and related literature review, the author consolidated different ways of mindfulness into a handbook with the purpose of providing methods for fellow teachers in supporting children in a Montessori lower elementary classroom to enhance their concentration capability. This project was presented to a focus group and feedback was collected in the form of a survey. Collected feedback showed the most and the least possible method that might be applied and it implied mindfulness training for teachers can be the next topic for research.
Language: English
Published: Moraga, California, 2020