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609 results

Article

Montessori Elementary Teachers at AMS Affiliate Schools, Part 2 [of 2]

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

Publication: The Constructive Triangle (1974-1989), vol. 14, no. 3

Pages: 13–15, 18–21, 24–25

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Language: English

ISSN: 0010-700X

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

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

Holistic Reading in a Montessori Classroom: An Examination of the Reading Miscues and Perceived Strategies of Children Who Have Completed One Year in a Montessori Elementary Classroom

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Language: English

Published: Chicago, Illinois, 1992

Master's Thesis (Action Research Report)

Mindfulness Intervention: Usefulness In Elementary Classrooms In Regards To Transitions And Collaboration

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this investigation was to see if mindfulness lessons based on breathing and meditation techniques would be effective with elementary age students in building community and collaborative work skills. This was done in a classroom of 25 students ranging from nine to twelve years old. I used a pre and post survey as well as observational data to determine the relevance of the meditations on community clean up time. The results showed that there was an increase in participation as well as a decrease in the time it took for the children to clean up. There was also a heightened awareness of community responsibility based on the post survey results. The observational data also showed that the children were communicating more effectively and even leading discussions on how to problem solve. Other interesting reflections came to light such as the teacher’s assumptions on what the students believed about the importance of their work in the community and their ideas about self. The action plan shows the importance of continued work in mindfulness meditation in the classroom to help support the children to focus, be aware of their environment, communicate more effectively and have a greater appreciation of themselves.

Language: English

Published: St. Paul, Minnesota, 2016

Article

Joyful Engagement: A Specific Lens for Observation in Montessori Primary and Elementary Environments

Publication: NAMTA Journal, vol. 34, no. 2

Pages: 4-22

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Abstract/Notes: Paula Leigh-Doyle uses "joyful engagement" as the main criterion for a child's success in the Montessori classroom. She defines joyful engagement in terms of Montessori's solid foundation of mind-body integration, suggesting "ways to slip port the child's nervous system (usually through movement) so that they may feel grounded, integrated, and able to process information to the fullest of their potential." For both the primary and elementary levels, she offers ways to evaluate any proposed intervention in light of whether it is compatible with the Montessori goals of joyful engagement and increasing independence. [ABSTRACT FROM AUTHOR]

Language: English

ISSN: 1522-9734

Master's Thesis (Action Research Report)

Effects of Social/Emotional Lessons in an Elementary Montessori Environment

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project was completed to test the impact of a series of lessons centered around empathy and building social skills on the students and community of a Montessori elementary classroom. The setting was a suburban school in a classroom of 15 children ages six to nine. The students were primarily Caucasian and coming from middle class families. Data was collected using a tally sheet, observational field notes, a series of journal prompts and a pre/post survey. Both Grace and Courtesy lessons and storytelling sessions were part of the intervention plan. The children participated in a variety of ways including role playing, discussions, and story sharing. The results showed that the lessons did improve the interactions between the children as well as the feelings of community. The children developed a common language and skills to more positively navigate difficult interactions.

Language: English

Published: St. Paul, Minnesota, 2019

Article

AMI-EAA Refresher Course 2004–Elementary Geography-Greg MacDonald

Publication: AMI Elementary Alumni Association Newsletter, vol. 37, no. 1

Pages: 15

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Language: English

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

Article

Too Big, Too Small: Socialization in the Elementary Classroom

Publication: The National Montessori Reporter, vol. 22, no. 1

Pages: 17

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Language: English

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