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210 results

Article

✓ Peer Reviewed

Aspects of Self-Regulated Learning and Their Influence on the Mathematics Achievement of Fifth Graders in the Context of Four Different Proclaimed Curricula

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 13, no. 963151

Pages: 1-15

Mathematics - Academic achievement, Mathematics education - Achievement

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Abstract/Notes: Metacognition is a part of the models of self-regulated learning. The consideration of a broader context resonates with a social cognitive perspective approach to learning which dominates the educational academic field with the theory of self-regulated learning. Metacognition is considered a crucial factor influencing mathematics achievement. Furthermore, the affective field including pupils' self-efficacy, interest and motivation are the phenomena involved in mathematical problem-solving. On the other hand, metacognitive knowledge and metacognitive regulations are not a regular part of mathematics education in the Czech Republic. The main aim of this study was to investigate the relation between pupils' attitude toward mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and their achievement in solving mathematical problems. All together 1,133 students of Grade 5 from four types of Czech schools participated in the study. There were traditional schools; schools teaching mathematics by genetic constructivism, i.e., Hejný's method; Montessori schools; and Dalton schools were involved. The assessed variables, namely relation to mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and mathematical achievement were used as an input to regression analysis. Item-response theory was used for assessing the performance of the students and demands of the tasks. The metacognitive monitoring was detected as the most significant predictor of mathematics achievement for higher- and lower-performing students as well as for the item with high and low demands. The study reveals how the different mathematics curricula (un)support the metacognitive processes involved in mathematical problem-solving. The information allows teachers to spend sufficient time with particular types of mathematics problems whose solutions is determined by activation of metacognitive processes. This demonstrates the importance of including the activities for development of metacognitive monitoring in mathematics education.

Language: English

DOI: 10.3389/fpsyg.2022.963151

ISSN: 1664-1078

Article

Convergence and Divergence of Ethnomathematics (D’Ambrosio) and Mathematics (Montessori): An Ethnomathematics Program

Publication: Montessori Australia eArticle, vol. 2021, no. 4

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Language: English

Article

What? No Grades? Understanding Academic Achievement in Montessori Classrooms

Publication: Tomorrow's Child, vol. 17, no. 1

Pages: 5–8, 23, 26–27

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Language: English

ISSN: 1071-6246

Conference Paper

Promoting Achievement in Child Centered Education: Evaluation of a Non-Graded, Multi-age, Continuous Progress Primary School (K-3)

Available from: ERIC

American Education Research Association Annual Meeting (New Orleans, Louisiana, April 4-8, 1994)

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Abstract/Notes: An evaluation was conducted of a comprehensive plan to restructure a primary school in Candler County, Georgia, into a non-graded, multi-age, continuous progress learning center. The project entailed restructuring the classroom, implementing a shared decision-making structure, developing a learning curriculum, and using portfolio assessment to monitor student progress. The project was evaluated on three objectives: academic success, positive self-esteem and socialization, and the project's shared decision-making structure. These objectives were evaluated according to a case-study design, with the inclusion of quantitative and qualitative techniques. Academic success was examined through the following instruments: the Iowa Test of Basic Skills, portfolio writing, an informal reading inventory, and teacher ranking. Parent questionnaires, teacher questionnaires, and teacher interviews were used to evaluate positive self-esteem and socialization. Teacher interviews, teacher workshops,

Language: English

Conference Paper

Academic Achievement Outcomes: Montessori and Non-Montessori Public Elementary Students

Available from: Semantic Scholar

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Language: English

Conference Paper

Bringing out the best in your child: Achievement begins at home

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Language: English

Published: Boston, Massachusetts: AMI-USA, 2000

Pages: 75-80

A Comparison of Academic Achievement for Seventh Grade and Eighth Grade Students from Montessori and Non-Montessori School Programs

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Language: English

Published: Stephenville, Texas, 2011

Conference Paper

The Effects of Nongrading, Team teaching and Individualizing Instruction on the Achievement Scores of Disadvantaged Children

Available from: ERIC

International Reading Association

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Abstract/Notes: In 1968, Clifton Hills Elementary School in Chattanooga, Tennessee, adopted the "Supermarket Idea of Learning." This learning theory provided for setting up a learning center in each instructional area with materials and machines of instruction accessible to all students. Additional features to implement the theory included; a) a daily teacher planning period, b) teaching teams, c) elimination of grade level expectation, d) individualization of instruction, e) multi-age and multi-grade grouping, f) large and small group instruction, g) independent study, and h) opportunities for student tutorials. The California Achievement Test was administered to the students every October for several years; it was possible to compare the test scores for fifth grade children in 1967 before the program was implemented with the test scores for fifth grade children in 1971 three years after the program was initiated. The direction and degree of change of mean CAT scores for the 60 children were

Language: English

Published: Atlanta, Georgia, Feb 1971

Report

Effects of Type of Preschool Experience and Socioeconomic Class on Academic Achievement Motivation. Final Report

Available from: ERIC

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Abstract/Notes: Four experiments were designed to identify socioeconomic differences in preschool locus of control, develop a measurement technique for differentiating between internal and external locus of control in preschoolers, and study the effect of four kinds of preschool programs on locus of control. During the first experiment, the Stephens-Delys Reinforcement Contingency Interview (SDRCI) was developed to assess internal locus of control development in preschoolers. When used with 24 4-year-olds in a Head Start program, the measure was found to have rater and retest reliability; the race of the interviewer did not significantly affect scores. The second experiment indicated that the performance of 32 preschool boys on a mirror-tracing task was positively related to internal locus of control as measured by the SDRCI. In the third study, investigators tested 55 Head Start preschoolers and 50 middle-class nursery school children with the SDRCI. Lower internal control scores were found for the Head Start children than for the middle-class nursery school group; no differences were found between black and white Head Start groups. A final study of 114 children found a nonsignificant tendency for Montessori preschool experience (and to a lesser extent, parent cooperative nursery school experience) to increase internal control, as measured by the SDRCI, more than Head Start or a more structured compensatory preschool program. (Author/BRT)

Language: English

Published: West Lafayette, Indiana, Aug 1973

Conference Paper

The Effects of Kentucky's Primary Program on Three Measures of Academic Achievement

Available from: ERIC

Annual Meeting of the American Educational Research Association (Seattle, Washington, April 10-14, 2001)

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Abstract/Notes: In Kentucky, nongraded primary education became a reality under the mandate of the Kentucky Education Reform Act (KERA) in 1990. Research has produced some anecdotal information on the degree to which schools have implemented the ungraded primary program, but there has been no research to link the implementation of the primary program to student achievement or school improvement. Under the regulations growing from the KERA, schools devised different organizational arrangements for the ungraded classrooms, characterized by developmentally appropriate practices and multi-age, multi-ability classrooms. The variance in how students were configured in the multi-age classrooms continued to be a source of conflict and discussion regarding the nongraded primary school program. This study examined the relationship, if any, between the degree of implementation of the primary program and three measures of student achievement: (1) the Kentucky Instructional Results Information System (KIRIS)

Language: English

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