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295 results

Article

The Great Lessons and Key Lessons: Presenting the Whole Universe to Montessori Students

Publication: Tomorrow's Child, vol. 4, no. 3

Pages: 5–15

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Abstract/Notes: Excerpt from Montessori Today

Language: English

ISSN: 1071-6246

Article

Community Service in Action: Making "Stone Soup" with the Students of the New School of Lancaster (Pennsylvania)

Publication: Tomorrow's Child, vol. 4, no. 1

Pages: 11

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Language: English

ISSN: 1071-6246

Article

Traveling the Information Highway: Practical Applications for Montessori Students

Publication: Tomorrow's Child, vol. 3, no. 5

Pages: 17

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Language: English

ISSN: 1071-6246

Article

A Self-Concept Study of Middle School Students

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2

Pages: 11, 13, 26

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Language: English

ISSN: 0010-700X

Article

✓ Peer Reviewed

Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 2, no. 1

Pages: 1-15

Americas, Comparative education, Mathematics education, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.

Language: English

DOI: 10.17161/jomr.v2i1.5677

ISSN: 2378-3923

Article

✓ Peer Reviewed

Mathematics Learning Media and the Need for Montessori Media Development for Students with Mild Mental Retardation in Class IV at SLB Makassar City

Available from: Atlantis Press

Publication: Advances in Social Science, Education and Humanities Research, vol. 657

Pages: 113-117

Asia, Australasia, Children with disabilities, Developmentally disabled children, Indonesia, Mathematics education, Montessori method of education, Southeast Asia

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Abstract/Notes: This research is motivated by problems in children with mild mental retardation 4th graders at SLB Makassar city who still do not understand basic mathematical concepts in calculating addition. This study aims to determine the needs of mathematics learning media to find out the learning media used in SLB Makassar and to find out the need for learning media based on the montessori method. This study uses a descriptive qualitative approach. Subjects studied in this study are 10 teachers who teach in several special schools in Makassar. The data collection technique used is a questionnaire with nine questions. This study uses a qualitative descriptive analysis technique. The results showed that the learning media used in schools still using 2D and 3D Montessori media and still requires Montessori-based media to be innovated and developed. So, can be concluded that the need for the development of learning media with media more modern, more interesting and keep up with technological developments and implemented with fun games and cognitively stimulating mild mentally retarded class IV students. Appears to be from a special issue of the journal dedicated to the, "International Seminar on Innovative and Creative Guidance and Counseling Service (ICGCS 2021)."

Language: English

DOI: 10.2991/assehr.k.220405.020

ISSN: 2352-5398

Doctoral Dissertation (Ph.D.)

The Development of Adolescent Students’ Self-Directed Learning Skills Within a Montessori Program During COVID-19: A Longitudinal Mixed-Methods Study

Available from: ProQuest - Dissertations and Theses

Autonomy in children, COVID-19 Pandemic, Montessori method of education, Self-managed learning, Self-managed learning

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Abstract/Notes: Students who develop and apply their self-directed learning skills have advantages in school over those who do not (Betts & Knapp, 1981; Candy, 1991; Guglielmino, 1977; Schunk & Zimmerman, 2012). This is because self-directed learning (SDL) skills enable autonomous learning where students self-initiate, solve problems, develop new ideas, and monitor themselves with minimal external guidance (Knowles, 1976; Zimmerman, 2000). Despite the importance of these skills, research shows that few students consistently engage in SDL (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Because of SDL's multi-faceted and complex nature, it is difficult to discern why this is the case (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Multiple dynamic, interacting factors, including maturation, environmental supports, and historical events, likely contribute to students’ SDL development (Hoyle & Dent, 2017). As such, recent literature suggests that a relational dynamic systems (RDS) approach can help elucidate the dynamic, context-dependent patterns by which SDL skills unfold (Hoyle & Dent, 2017). According to RDS theories, development occurs within multi-level, interacting, relational systems; therefore, the bi-directional relationship between the person and their environment should be the unit of analysis (Lerner et al., 2011). This study aimed to provide a systematic investigation of the development of SDL skills, accounting for important contextual and developmental influences as well as individual pathways. Adolescence appears to be an optimal time for students to gain SDL skills (Brown, 1978; Brown et al., 1983); hence, this study focused on that developmental period. Also, because the Montessori educational approach is conducive to SDL skill development (Lillard, 2017; Rathunde, 2009, 2014), it was used as the school backdrop for this study. Furthermore, during data collection, a global pandemic caused by COVID-19 impacted school environments and was also included as a developmental context in this study. Specifically, this study utilized a longitudinal convergent mixed methods design to (1) identify patterns of SDL skill development across adolescence, (2) illustrate the reasons for those changes, and (3) illuminate the indirect effect of COVID-19 on students’ SDL. Emergent themes from student interviews conducted over four years augmented growth curve analysis results from an accelerated longitudinal design utilizing student surveys to address the research questions. Descriptive, correlational, multi-level model (MLM), and repeated-measures ANOVA analyses of student survey responses across four years (4 waves) of data collection with students grades 7 through 12 (n = 284) were applied to address the quantitative research questions. Emergent themes, derived through thematic analysis of 29 interviews, or 11 cases of students with a range of SDL skills (average, above average, and below average), addressed the qualitative research questions. Finally, quantitative results and qualitative findings were combined and compared to investigate convergence, divergence, and expansion areas that addressed integrative research questions. Findings shed important light on the development of adolescent students’ SDL skills across adolescence. Quantitative results and qualitative analyses were combined to address the research question: Do adolescent students’ SDL skills increase, decrease, or remain stable throughout middle school and high school? Findings resulted in areas of convergence and divergence across methods. Despite some diverging quantitative results, namely a non-significant growth model, other quantitative results, a non-significant no-growth model and descriptive plots, converged with qualitative findings from student interviews to suggest that within and between students, SDL skill development can include a combination of growth, decline, or stability over time. Findings from this study also suggest that each SDL skill can develop on its own timetable. Also, findings suggest a developmental pattern whereby SDL skills vary more in middle school than in high school. These findings have begun to disentangle contradictory results of earlier SDL research (e.g., Heater, 2005; Pajares & Valiante, 2002; Reio & Ward, 2005). From a practice perspective, the findings imply that it may benefit students to have tailored interventions that meet them where they are developmentally, considering each SDL skill individually and all together. The second integrative research question that was addressed in this study was: What roles do factors like grade level and the Montessori learning environment play in SDL development? Quantitative results and qualitative findings converged to suggest that students' SDL skills develop, at least in part, as a factor of the length of time a student has been immersed in the Montessori program. The findings also show that a student’s maturation may play a role in SDL skill development, especially when environmental contexts are supportive. In addition, qualitative interviews with students identified features of the Montessori program, such as open work time, scaffolded opportunities to be self-directed, autonomy support, and supportive teachers that aided students in their SDL development, which also aligns with the literature (Zumbrunn et al., 2011). This finding strengthens prior research, which found cursory evidence for how Montessori schools support the development of SDL skills (Ervin et al., 2010). In addition, quantitative results and qualitative findings diverged for the third overarching research question: Have changes in the learning environment associated with COVID-19 shaped the development of students’ SDL skills? If so, how? Although the quantitative results from this study failed to detect any indirect effects of the impact of COVID-19 on students’ SDL, qualitative findings found that changes in their learning environment as a result of COVID-19 impacted students’ SDL both negatively and positively. Research has also found that the global pandemic drastically impacted the school environment, so it is most likely that the quantitative measure failed to detect an effect (Huck & Zhang, 2021; Tarkar, 2020). Furthermore, in the interviews, most students reported a combination of negative experiences (e.g., more distractions at home, lowered motivation, fewer social interactions, higher stress, and missing in-school learning) as well as positive experiences (e.g., increased time management, access to resources, multi-tasking, organization, ability to shut out distractions, and time to sleep) that impacted their SDL abilities. Qualitative findings from this study extend prior research by providing student accounts of their experiences, including silver linings (Wilson et al., 2020). Despite its limitations, this study revealed important exploratory findings about how students’ SDL skills can develop across adolescence. Areas of convergence across qualitative and quantitative methodologies underscore the reliability of the study findings. There were also unique quantitative and qualitative findings that extend prior research and provide important implications for future research and practice.

Language: English

Published: Claremont, California, 2023

Doctoral Dissertation

The Impact of Montessori Teaching on Academic Achievement of Elementary School Students in a Central Texas School District: A Causal-Comparative Inquiry

Available from: Texas A&M University

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Abstract/Notes: Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn. The Montessori teaching method has been in existence since the early 1900s when Dr. Montessori made her discovery of the student learning process. Dr. Montessori connected to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child. The study investigated the impact of Montessori Method on the academic achievement of 3rd, 4th, and 5th grade students. The State of Texas Assessments of Academic Readiness (STAAR) was used to measure academic achievement in reading and mathematics. An ex post facto, causal-comparative design was employed. The characteristic-present samples consisted of 47 3rd, 40 4th, and 44 5th graders. There were 71 3rd, 60 4th, and 49 5th graders in the comparison samples. Due to non-probability nature of the sampling technique, external validity was limited to study participants. Due to non-experimental nature of the study, no causal inferences were drawn. A series of Multivariate Analysis of Variance (MANOVA) showed that there were no statistically significant differences between the students who received the Montessori Method of instruction and those who did not on the basis of the outcome measures of academic achievement in reading and mathematics. The mean difference effect sizes, which were used to examine the practical significance of the findings, ranged from negligible to small. Although the results of the study did not support the hypothesis, it must be pointed out that the Montessori Method of teaching facilitates self-paced learning that promotes a child's independence and encourages decision-making which are instrumental in becoming successful learners. Additionally, Montessori advocates experiences that are "real-world" and allow children to build intrinsic motivational opportunities; therefore, creating independent thinkers that will be competitive problem-solvers in the global economy of the 21st century. The limited studies on the Montessori Method of teaching offer opportunities for further investigation at all grade levels. For example, it is recommended to conduct a study to compare students who receive Montessori education during the early years of their academic life with those who receive Montessori education from pre-k to high school graduation. Because the Montessori name does not have a trademark, there are opportunities for investigating Montessori teacher preparation and comparing the preparation of the teachers to the standardized assessment results. There are also opportunities for investigating the method and curriculum used at schools that carry the name Montessori for comparison purposes amongst Montessori schools as well as in comparison to the results of the standardized assessments at these schools.

Language: English

Published: Corpus Christi, Texas, 2013

Article

Empirische Untersuchungen über Effekte im Montessoriorientierten Unterricht bei lernbehinderten Schülern [Empirical studies on the effects of Montessori-oriented teaching on students with learning disabilities]

Publication: Zeitschrift für Heilpädagogik, vol. 36

Pages: 398-413

Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Inclusive education, Learning disabilities, Learning disabled children, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Special education

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Language: German

ISSN: 0513-9066

Article

School Calms Chaos Through Montessori Education: Gather Forest School in Decatur Is Part of a Growing Number of Montessori-Inspired Schools Targeting Black Students.

Available from: ProQuest

Publication: The Atlanta Journal - Constitution (Atlanta, Georgia)

Pages: C1

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Language: English

ISSN: 1539-7459

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