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Article
Let the Child Teach Himself: Let the Child Teach Himself Let the Child Teach Himself
Publication: New York Times Magazine (New York, New York)
Date: May 16, 1965
Pages: Magazine - 34-35, 42, 44, 47, 49-50
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori schools, United States of America
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Language: English
ISSN: 0362-4331
Article
Differences in Mathematical Understanding Between Brain-Based and Montessori Learning Viewed from Self-Regulated Learning
Available from: STKIP Kusuma Negara
Publication: Proceeding of International Conference on Education, vol. 2
Date: 2024
Pages: 130-135
Mathematics education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This study aims to know: (1) the difference in students’ mathematical understanding (SMU) between Brain Based Learning (BBL) and Montessori learning; (2) the difference in students’ Self-Regulated Learning (SRL) between Brain Based Learning (BBL) and Montessori learning; and (3) the difference in SMU between BBL and Montessori learning in each category of SRL. This quasi-experimental research applies a quantitative approach with a posttest only control group design. The selection of research samples was carried out using purpose sampling. The results of this study are: (1) there is no difference in understanding of mathematics between students who are taught with the BBL model or with the Montessori method; (2) there are no differences in SRL between learning classes; (3) there is no significant difference in SRL between categories in BBL and Montessori classes.
Language: English
ISSN: 2964-7479
Master's Thesis (Action Research Report)
Help Me Help Myself: The Role of Helper Flags as Tools for Self-Regulation
Available from: St. Catherine University
Action research, Autonomy in children, Children and adults, Montessori method of education, Teacher-student relationships
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Abstract/Notes: The purpose of this action research was to determine if using flags, created as tools for signaling for help, was an effective way to develop persistence and encourage children to complete their chosen work. The study was conducted in a preschool classroom at a private Montessori school. Participants included 15 children aged three to five and three teachers. Data was collected in the form of student interviews, tallies, and observations made during the period of research. The results indicated that the helper flags increased the children’s persistence with their work and increased the likelihood they would complete their chosen work. Therefore, it was concluded that the flags were effective tools for the children. Additionally, the flags proved to be a useful classroom management technique. However, because the research was conducted at the beginning of the school year in a class of children new to the Montessori environment, it is unclear whether or not the results would apply to other classrooms. Therefore, further research is recommended in other classroom environments and at a later point in the school year.
Language: English
Published: St. Paul, Minnesota, 2014
Master's Thesis (Action Research Report)
The Effects of Record-Keeping on Teacher Self-Efficacy and Student Self-Regulation in the Primary Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This paper examines the effects of teacher use of an online record-keeping system on teacher self-efficacy and student self-regulation behavior. Four teachers and thirty-four students between the ages of three and six years old participated in this seven-week study in one of the few Montessori schools in a Latin American capital city. Pre- and post-study data collection methods included a teacher self-efficacy questionnaire and small group discussion, as well as use of the Head-to-Toe Test, a means of measuring children’s self-regulation behavior. For seven weeks, teachers used the program Transparent Classroom to record lessons, inform their lesson presentations, and track overall student progress. Through weekly classroom observations, child behaviors hindering and encouraging normalization were tracked with a tally sheet. Data showed increases in both teacher self-efficacy and student self-regulation, especially in children with the lowest pre-study scores, who saw dramatic gains. These results show the use of a record-keeping system may be a means of increasing achievement and satisfaction in both students and teachers.
Language: English
Published: St. Paul, Minnesota, 2018
Article
Self-Government in Schools; The Education of the WIll (A Montessorian's Conception of Self-Government)
Available from: HathiTrust
Publication: New Era, vol. 2, no. 6
Date: Apr 1921
Pages: 176-178
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Language: English
ISSN: 0028-5048
Article
Know Your Senses, Know Yourself: Connecting the Self and Nature
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 46-49
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Abstract/Notes: To glide effortlessly across any body of water, regardless of conditions, the sailor studies the movement, speed, and directional changes of the wind. After much practice, the connection to the wind becomes a part of the sailor's environment; it becomes second nature. A child sailing by himself or with a crew of peers in a large lake is just one example of children learning to connect with their environment through risk taking.
Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
Using Self-Monitoring to Increase Self-Regulation in Young Children
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to determine the effects of a self-monitoring system on the social-emotional behaviors of children in a mixed-age early childhood classroom. The study took place over the course of six weeks at a public Montessori school with twelve participants ranging from ages 4 to 7. Data was collected using a teacher questionnaire, observation tallies, teacher notes, and student feedback. Findings indicated that disruptive behaviors increased and children’s ability to communicate their emotions and recognize emotions in others only slightly increased. Although the results displayed minimal changes in students' ability to self-regulate, some children appeared to become more aware of their feelings and utilized effective strategies for sharing how they felt and improving their mood. Further research might focus on a smaller group of children that need assistance with self-regulation or include an easier method of obtaining student feedback.
Language: English
Published: St. Paul, Minnesota, 2016
Book
Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children
Available from: Internet Archive
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Language: English
Published: Indianapolis, Indiana: Bobbs-Merrill Company, 1916
Book
Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children
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Language: English
Published: London, England: Constable, 1917
Book
Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children
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Language: English
Published: New York, New York: Henry Holt and Company, 1929