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Article

TEP Listings

Available from: ProQuest

Publication: Montessori Life, vol. 32, no. 1

Pages: 54-55

⛔ No DOI found

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Abstract/Notes: Teacher education programs affiliated by the American Montessori Society provide comprehensive courses of study that prepare the adult learners of today to be the highly skilled, highly qualified Montessori teachers and leaders of tomorrow. ARIZONA ARIZONA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Chandler KHALSA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary II, Elementary I-II Tucson ARKANSAS ARKANSAS CENTER FOR MONTESSORI STUDIES Early Childhood, Elementary I, Elementary I-II Little Rock CALIFORNIA CAPITAL EDUCATION INSTITUTE Early Childhood Claremont COTTAGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Fresno Additional Site: Lancaster EAST BAY MONTESSORI TRAINING Early Childhood Fremont FOUNTAINHEAD MONTESSORI ADULT EDUCATION Early Childhood Dublin MONTESSORI CENTER FOR TEACHER EDUCATION Early Childhood, Elementary I, Elementary II, Elementary I-II San Diego MONTESSORI HILLS ACADEMY TEACHER CERTIFICATION PROGRAM Early Childhood Chula Vista MONTESSORI INSTITUTE OF ADVANCED STUDIES Early Childhood Castro Valley MONTESSORI TEACHER ACADEMY Early Childhood Dana Point MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II San Leandro, San Mateo, Sunnyvale Additional Site: West Covina MONTESSORI TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Shingle Springs UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM AT UC IRVINE Early Childhood Irvine COLORADO MONTESSORI EDUCATION CENTER OF THE ROCKIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Boulder DELAWARE DELAWARE INSTITUTE FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Hockessin MONTESSORI INSTITUTE FOR TEACHER EDUCATION Infant & Toddler, Early Childhood Wilmington FLORIDA BARRY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Miami Shores DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Additional Site: Fernandina Beach MAITLAND MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Maitland MONTESSORI ACADEMY TRAINING INSTITUTE Early Childhood Pembroke Pines MONTESSORI TEACHER TRAINING INSTITUTE/MTTI Early Childhood Palmetto Bay ORLANDO MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Celebration PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Tarpon Springs SUMMIT MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I Davie GEORGIA MONTESSORI TEACHER EDUCATION INSTITUTE-ATLANTA Infant & Toddler, Early Childhood Atlanta HAWAII CHAMINADE UNIVERSITY OF HONOLULU MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Honolulu ILLINOIS MIDWEST MONTESSORI TEACHER TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Evanston MONTESSORI HEARTLAND TEACHER EDUCATION CENTER Early Childhood Moline SETON MONTESSORI INSTITUTE Infant & Toddler, Early Childhood, Administrator Clarendon Hills INDIANA MONTESSORI TEACHER ACADEMY AT EDISON LAKES Early Childhood Mishawaka KENTUCKY GREATER CINCINNATI CENTER FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood Covington MAINE MAINE MONTESSORI INSTITUTE Early Childhood Falmouth MARYLAND INSTITUTE FOR ADVANCED MONTESSORI STUDIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Silver Spring MARYLAND CENTER FOR MONTESSORI STUDIES Early Childhood Lutherville MONTGOMERY MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Rockville MASSACHUSETTS CAMBRIDGE MONTESSORI INSTITUTE Infant & Toddler Cambridge MONTESSORI ELEMENTARY TEACHER TRAINING COLLABORATIVE Elementary I, Elementary II, Elementary I-II Lexington MONTESSORI INSTITUTE - NEW ENGLAND Infant & Toddler, Early Childhood Beverly NEW ENGLAND MONTESSORI TEACHER EDUCATION CENTER Early Childhood Newton NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Wenham MICHIGAN ADRIAN DOMINICAN MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Adrian MICHIGAN MONTESSORI TEACHER EDUCATION CENTER Early Childhood, Elementary I, Elementary I-II, Elementary II Waterford MINNESOTA VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Excelsior MISSOURI HOPE MONTESSORI EDUCATIONAL INSTITUTE Infant & Toddler, Early Childhood St. Louis MONTANA MONTANA MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Kalispell NEBRASKA MID-AMERICA MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Omaha NEVADA MONTESSORI TRAINING OF SOUTHERN NEVADA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Las Vegas NEW JERSEY MONTESSORI CENTER FOR TEACHER DEVELOPMENT Early Childhood Morristown MONTESSORI TEACHER TRAINING INSTITUTE OF MERCER COUNTY COMMUNITY COLLEGE Early Childhood Robbinsville PRINCETON CENTER TEACHER EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Princeton WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Whitehouse Station NEW YORK BUFFALO MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Clarence CENTER FOR MONTESSORI EDUCATION I NEW YORK Infant & Toddler, Early Childhood, Administrator New Rochelle WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator New York City NORTH CAROLINA CENTER FOR MONTESSORI TEACHER EDUCATION/NORTH CAROLINA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Huntersville OHIO CINCINNATI MONTESSORI SECONDARY TEACHER EDUCATION PROGRAM Secondary I, Secondary I-II Cincinnati COLUMBUS MONTESSORI TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Columbus XAVIER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Cincinnati OKLAHOMA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Oklahoma City OREGON MONTESSORI OF ALAMEDA TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Portland PENNSYLVANIA CHESTNUT HILL COLLEGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Philadelphia PUERTO RICO INSTITUTO NUEVA ESCUELA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Secondary I Rio Piedras SOUTH CAROLINA GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Additional Site: Charleston HOUSTON MONTESSORI CENTER Secondary I-II, Administrator Additional Site: Charleston LANDER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary II, Elementary I-II Greenwood NORTHEAST MONTESSORI INSTITUTE Early Childhood Additional Site: Mt. Pleasant SEACOAST CENTER FOR EDUCATION Elementary I, Elementary I-II Charleston TENNESSEE MONTESSORI TRAINING CENTER OF BRENTWOOD Infant & Toddler, Early Childhood Brentwood TEXAS DALLAS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Plano GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Houston HOUSTON MONTESSORI CENTER Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Secondary I, Secondary I-II, Administrator Houston MONTESSORI DEVELOPMENT CENTER OF DFW Infant & Toddler, Early Childhood Irving MONTESSORI TEACHER EDUCATION INSTITUTE-HOUSTON Early Childhood Houston NORTH TEXAS MONTESSORI INSTITUTE Early Childhood Frisco SHELTON MONTESSORI TRAINING Early Childhood, Elementary I, Elementary I-II Dallas UTAH INSTITUTE FOR MONTESSORI INNOVATION AT WESTMINSTER COLLEGE Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Administrator Salt Lake City VIRGINIA NORTHERN VIRGINIA MONTESSORI INSTITUTE Early Childhood Ashburn VIRGINIA CENTER FOR MONTESSORI STUDIES Infant & Toddler, Early Childhood Richmond VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Chesapeake WASHINGTON MONTESSORI CENTER FOR TEACHER EDUCATION-WASHINGTON STATE Early Childhood Bellevue MONTESSORI EDUCATION INSTITUTE OF THE PACIFIC NORTHWEST Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Bothell WISCONSIN UNIVERSITY OF WISCONSIN- RIVER FALLS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II River Falls INTERNATIONAL BAISHAN MONTESSORI TEACHER EDUCATION INSTITUTE Infant & Toddler, Early Childhood Qingdao, CHINA BEIJING HEART & MIND MONTESSORI TEACHER EDUCATION CENTER Infant & Toddler, Early Childhood Beijing, CHINA Early Childhood Additional Site: Yiwu, CHINA CADALIN GLOBAL EDUCATION Infant & Toddler, Early Childhood Hsinchu City, TAIWAN CAPITAL COLLEGE Infant & Toddler, Early Childhood Richmond, BC, CANADA CAPITAL EDUCATION INSTITUTE Early Childhood Additional Site: Nanning, CHINA CENTRE FOR ADVANCED MONTESSORI STUDIES-VANCOUVER Elementary I, Elementary I-II Vancouver, BC, CANADA CENTRO DE ENSEÑANZA MONTESSORI, A.C. Early Childhood Tijuana, BC, MEXICO CENTRO DE ENTRENAMIENTO MONTESSORI Early Childhood, Elementary I, Elementary I-II Monterrey, NL, MEXICO THE CHILDREN'S HOUSE MONTESSORI EDUCATION CENTER Early Childhood Beijing, CHINA DR. JUN INSTITUTE OF MONTESSORI EDUCATION Infant & Toddler, Early Childhood Seoul, REPUBLIC OF KOREA DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Prague, CZECH REPUBLIC ETONKIDS MONTESSORI TEACHER TRAINING ACADEMY Infant & Toddler, Early Childhood Beijing, CHINA HOUSTON MONTESSORI CENTER Secondary I, Secondary I-II Additional Site: Prague, CZECH REPUBLIC INFINITY MONTESSORI ACADEMY OF HONG KONG Infant & Toddler, Early Childhood Kowloon Tong, Kowloon, HONG KONG INTERNATIONAL MONTESSORI EDUCATION INSTITUTE Early Childhood, Elementary I, Elementary I-II Taichung City, TAIWAN INTERNATIONAL MONTESSORI TEACHING INSTITUTE Early Childhood Beijing, CHINA KOREAN INSTITUTE FOR MONTESSORI Early Childhood Seoul, REPUBLIC OF KOREA KOREAN MONTESSORI COLLEGE Early Childhood Seoul, REPUBLIC OF KOREA LMS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Windsor, ON, CANADA MONTESSORI INSTITUTE FOR TEACHER EDUCATION Early Childhood Additional Site: Istanbul, TURKEY MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler Additional Site: Taipei City, TAIWAN Early Childhood Additional Site: Kowloon Tong, HONG KONG NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Additional Site: Chengdu, CHINA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Additional Site: Taipei City, TAIWAN PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Beijing, CHINA SHANGHAI MONTESSORI EDUCATION ACADEMY Infant & Toddler, Early Childhood, Administrator Shanghai, CHINA WEIMING MONTESSORI EDUCATION CENTRE Early Childhood Beijing, CHINA WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Beijing, CHINA

Language: English

ISSN: 1054-0040

Master's Thesis (Action Research Report)

The Effects of Technology on Engagement and Retention Among Upper Elementary Montessori Students.

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of this paper is to describe the findings of a study on the effects of integrating technology into lessons in a Montessori upper elementary classroom in Raleigh, North Carolina. The research looked at both the student engagement and the retention of information when technology was included in Montessori lessons. This study spanned a six-week period and was conducted with 25 fourth through sixth grade students. Data collection included a pre-lesson questionnaire, a teacher engagement report form, a teacher observation form, a post-lesson feedback form, and a short answer lesson response form. The results of this data analysis showed an overall preference by students for lessons that included technology, an increase in engagement relative to lesson that used only traditional Montessori materials, and a 16% increase in accuracy based on short answer responses when technology was included in one of the seven lessons that were tracked. The results of this action research indicate that utilizing technology in the Montessori classroom may increase student engagement and retention of information.

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

Article

Moving On with Montessori: The Decision to Keep a Child in Montessori Through the Upper Elementary Years

Publication: Tomorrow's Child, vol. 14, no. 5

Pages: 41–42

Upper elementary

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Abstract/Notes: Staying in upper elementary for 6th grade

Language: English

ISSN: 1071-6246

Master's Thesis (Action Research Report)

Using Mindfulness to Self-Regulate in the Upper Elementary Classroom

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of this research was to determine the effects on students’ ability to self regulate while learning about daily mindfulness lessons. The study took place over the course of six weeks in an upper elementary class of 20 students, including four fourth graders, nine fifth graders, and seven sixth graders. The study was conducted in a rural public Montessori school in the Midwest. Students participated in a six-week mindfulness unit from The Mind Up Curriculum (The Hawn Foundation, 2011). The researcher collected data through a pre-and postassessment, students’ self reflections and graphs, researcher’s observation, and researcher’s daily journal. The data suggested students, when given mindfulness lessons, could become more selfregulated. From pre and post assessment, there was a 170% growth in the number of students who would like to use mindfulness techniques in their future. Although the numbers increased, further research could demonstrate effects of mindfulness lessons for on-task behavior and selfregulation over a longer period of time.

Language: English

Published: St. Paul, Minnesota, 2017

Master's Thesis (Action Research Report)

Will the YouCubed Math Program Improve Upper Elementary Students’ Mathematical Mindset?

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of this study was to determine the impact of the YouCubed math program on upper elementary Montessori students’ mathematical mindset and accurate recall of fact families. Students watched YouCubed videos about recent neuroscience research on the positive effects of attitude, challenges, mistakes and visualizing math. Following the video, students summarized what they learned then worked on number sense activities recommended by the program. Throughout the week, students practiced fact families using Standard Celeration Charts to graph results of one minute timings. An attitudinal scale was administered to examine the program's potential effect on students’ mathematical mindset. This research found students had a growth mathematical mindset before the intervention with some improvement and recall of fact families was not greatly impacted by the YouCubed program. Students’ confidence in their math skills increased to take on challenges.

Language: English

Published: St. Paul, Minnesota, 2017

Master's Thesis (Action Research Report)

Supporting Narrative Writing Proficiency and Engagement in a Montessori Upper Elementary Classroom through the Writing Workshop Model and 6+1 Traits of Writing

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: This action research project set out to determine the effects of daily writing workshop lessons, including the 6+1 Traits of Writing vocabulary, on student writing proficiency and engagement. An upper elementary classroom of 17 students, consisting of nine fourth graders and eight fifth graders, in an independent, suburban Montessori school participated in this study. Students completed a five-week narrative writing unit from Calkins, Ochs, & Luick’s (2017) Up the Ladder curriculum. The teacher-researcher collected data through observation, writing prompts scored using a 6+1 Traits of Writing rubric, student feedback forms, Bottomley, Henk, & Melnick’s (1997/1998) Writer Self-Perception Scale, and small group feedback sessions. The data suggested that students, particularly weaker writers, made gains in writing proficiency. Further research is necessary to determine if students would be more engaged in writing than other subjects and if classrooms with a full three-year age span would make similar gains in writing proficiency.

Language: English

Published: St. Paul, Minnesota, 2017

Master's Thesis (Action Research Report)

The Effects of Creating Self-Assessed Work Portfolios on Student Learning Engagement in an Upper Elementary Montessori Classroom

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of the research was to find whether the creation of self-assessed student work portfolios would be effective in engaging students in learning opportunities and lead to self-regulated behaviors. The research project was conducted in an upper elementary classroom. The class consists of twenty-three grade four to grade six Montessori students in a private school. Ten students have had a Montessori education starting in preschool, eight students started in grade three, two were held back a year, two students started in grade four, and two students started in grade six. Fifty-two percent of the class has a form of learning difference; prominently dyslexia. Three students are on the Autism spectrum. The sources of data used in this research included observation forms, self-assessment forms, journal prompts, teacher reflection journal, and student-teacher interviews. The results indicated an increase in engagement in learning and self-regulated behaviors. This was equally evident in the students with different learning needs. Implications are that empowering students with self-assessment and choices of work improves work habits and leads to better quality of learning outcomes and engagement. Students improved the most when they combined their self-assessment with peer feedback and were given direct responsibility for the creation of their own portfolio.

Language: English

Published: St. Paul, Minnesota, 2014

Article

A Stamp Game Extension for the Upper Elementary

Publication: Montessori Life, vol. 4, no. 3

Pages: 13

Upper elementary, ⛔ No DOI found

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Language: English

ISSN: 1054-0040

Article

'Going Out' in the Upper Elementary Classroom

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 1

Pages: 38-43

Upper elementary, ⛔ No DOI found

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Abstract/Notes: [...]let us present him with the world" (Montessori, 2007, p. 20). [...]we decided that doing one educational trip and one service project each semester would fit well into the larger school-wide schedule and give enough time for meeting and planning. At our school, we walk our whole Upper Elementary class to the library every other month and to a nearby park for PE class every week, but given safety and liability concerns, adults must always supervise these and any other excursions, including Going Out trips. [...]when planning Going Out trips, we must think of other ways to allow freedom and responsibility, so as to enable students to gain knowledge and skills to navigate the outside world. [...]after the trips, we ensured that the children wrote thank-you notes to the people who hosted them on their excursions as well as to the chaperones who accompanied them.

Language: English

ISSN: 1054-0040

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