Publication: The Educational Review, USA,
vol. 7, no. 8
Date: 2023
Pages: 1037-1051
See More
Abstract/Notes: We report on a study that was conducted in an urban city center, Bangalore, India. The participants included 1,052 students from Grades 1, 3 and 5, who came from different home language backgrounds and attended schools where the language of instruction was English. The students’ L2 English reading skills were measured using DIBELS and Easy CBM. The purpose of this study was to examine relations between basic skills, fluency, and comprehension. Using confirmatory factor analysis (CFA), for students in Grade 1, we found reading skills mapped on to three latent factors: “letter sounds”, “letter names” and “fluency and comprehension”. For students in Grade 3, we found reading skills mapped on to two latent factors: “word and passage level fluency and comprehension” and “sentence and retell level fluency and comprehension”. For students in Grade 5, we found reading skills mapped on to two latent factors: “fluency” and “comprehension”. Implications for reading assessment and instruction practices within the Indian context will be discussed.
Abstract/Notes: Handwashing can prevent diarrhea-related illness and respiratory infections, such as a cold or the flu. This study aims to evaluate the effectiveness of structured intervention program on knowledge and practice of hand washing among preschool children. A quasi-experimental study was conducted in three-time phases among 32 preschoolers aged between 3 to 6 years old in Kedah. The same questionnaire was delivered at each phase and they underwent the intervention program of hand washing. Their performance in hand washing was measured and evaluated using a questionnaire and checklist. The results of the study revealed a significant difference (p<0.05) in mean preschoolers' children score on knowledge and practice before and after participated in the intervention program. Overall, preschoolers' knowledge and practice of handwashing were significantly (p<0.05) improved by the intervention program. However, as the participants were young children, it is important to emphasize the consistency of reinforcement of knowledge and regular practices of hand hygiene.
Abstract/Notes: Teachers' communication skills are one of the most critical aspects that must be considered in teaching-learning, especially in Montessori education, where the children are in the initial linguistic and cognitive development stage. Montessori classes provide designed environments, allowing children to exercise autonomy in selecting their tasks and actively engage in self-directed learning. If the teacher and children are not well prepared in the triangle of classroom environment, and management, it will be futile to teach the Montessori children. The study is designed to explore the Montessori teachers' effects on communication skills of the children's cognitive development. Private Montessori School of Karachi. This study uses the qualitative method for data collection and analysis. Semi-structured interviews with six teachers were conducted. The finding shows that Montessori teachers' communication skills are essential to students' cognitive and language development. Effective communication skills of teachers contribute to the holistic development of children. It is recommended that teachers be professionally trained, and a better classroom environment should be provided for self-learning based on auto-corrective strategies.
Abstract/Notes: This exploratory action research article overviews the implementation of using the Montessori method in teaching young learners experienced by the 15 students of the 39th school in Namangan region and its conclusions.
Language: English
ISSN: 2835-3013
Report
Impact of school pedagogy on the spatiotemporal brain network dynamics of student
Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
Language: English
Master's Thesis (M. Ed.)
The Effects of Handwork on Montessori Elementary Students
Abstract/Notes: The purpose of this study was to examine the effects of handwork (defined as sewing,
knitting, crocheting, weaving, etc.) on elementary aged children. Working with our hands
provides opportunities to develop physical and mental skills and express creativity, and
handwork allows us to be creative and productive. This study was conducted with a class of 22
students in first, second and third grade in a public Montessori school. Using qualitative and
quantitative research methods, the study found that within a Montessori elementary school
setting, handwork can encourage students to expand on life skills, produce something tangible
and practice relaxation, and overall has a beneficial effect on students.
Language: English
Published: River Falls, Wisconsin, 2023
Master's Thesis (M. Ed.)
Effects of Representational Lessons on Standardized Math Test Scores
Abstract/Notes: This study reviews the Concrete, Representational, Abstract (CRA) methodology as it pertains to teaching mathematics in a lower elementary Montessori classroom with the primary focus on the incorporation of representational drawing lessons. This specific manual intervention functions as a bridge from concrete activities to abstract assessment. The 15-week study of 28 1st-3rd graders consisted of an instructional intervention of specific mathematical drawing lessons over 13 weeks and data collection instruments in the form ofinterviews, observations, and state-mandated standardized assessments. By the end of the study, students increased their use of drawing to represent concrete materials to solve math problems. They showed an increase in confidence in technical as well as general drawing skills. The post-test scores demonstrated a small amount of growth, but the researcher believes that with both more time and a more comprehensive approach to the utilization of representational model during regular lessons, a greater amount of growth would result. The researcher believes that CRA would be an effective means of improving Montessori students’ mathematic scores on standardized tests.
Language: English
Published: River Falls, Wisconsin, 2023
Master's Thesis (M. Ed.)
How Use of Signs Impacts Personal Peace and the Classroom
Abstract/Notes: This research paper evaluates how the use of sign language in a Montessori environment
contributes to personal peace and how that impacts the classroom community. Use of signs in
classrooms has become more prevalent throughout the years, whether it be baby signs, American
Sign Language (ASL), or a sign invented by teachers and students alike to use in the classroom
or at home. To inform the research, this paper will discuss how ASL came to be used in America
and how signs are now used in classroom settings. The design of the study is auto-ethnographic
and was for the purpose of supporting the pedagogical development of the researcher, who is a
Montessori educator. The research spanned over the course of five weeks; 15 students were
studied using three data collection instruments. These instruments included a tally chart, an
observation sheet, and a personal questionnaire. The research concluded that use of sign
language positively impacted the researcher’s personal peace and congruently impacted the
classroom community in a positive manner.
Language: English
Published: River Falls, Wisconsin, 2023
Master's Thesis (M. Ed.)
Sight Word Practice in a Lower Elementary Classroom:The Impact of Daily Sight Word Practice on Student’s Acquisition
Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the
acquisition of sight words. The study took place in a public charter Montessori school located in
the Midwest. The classroom had 25 students ranging from first through third grade. Researchers
assessed the daily sight word practice of 8 first graders. The researchers also administered two
surveys which were given to the students and families. Each student was assessed using
flashcards on the first day of each week and they were then given a list of those five words each
week. They were also assessed on the last day of the week using the same flashcards from the
first assessment. After six weeks of new words assessed, the students were then measured on 14
of the sight words within sentences. Overall, there was a positive learning experience for all six
weeks. The parent survey focused on their knowledge of sight words and how they work on
reading and sight words at home. The study shows daily practice of sight words does in fact help
with the acquisition. Many parents know what sight words are but would like to learn new
strategies about how to teach sight words to their child. The effects of daily practice helps
strengthen the students reading skills and help create fluency.
Abstract/Notes: A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.
