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Master's Thesis
Supporting Evidence Based Writing in the Upper Elementary Montessori Classroom: The Interplay of the Dynamic Guide and Original Materials
Available from: MINDS@UW River Falls
Americas, Montessori method of education, North America, United States of America, Upper elementary, Writing - Instruction and study
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Abstract/Notes: This qualitative phenomenological study focuses on the development of evidence-based writing skills in the upper elementary Montessori (9–12-year-old) classroom. This study traced the lived experience in the classroom as students interacted with an original writing material and the teacher responded dynamically based on student needs by providing coaching, additional lessons based on student needs, and opportunities to revise work independently, with a partner, or with the teacher. The study measured the students’ metacognitive awareness of their confidence using the R.A.C.E. (Restate, Answer, Cite, Explain) strategy as a tool to successfully complete an evidence-based writing response. It also explored student retention of this writing skill four weeks after their work with an original material. Twenty-one students in a suburban upper elementary Montessori classroom housed at a 4K-6 elementary school in the Midwest participated in this study during their Montessori worktime over eight weeks from the beginning of February 2022 through mid-March 2022. Instruments included whole class discussion questions, pre-survey, ongoing teacher observations, a mid-study interview, post-survey, and a four-week post study writing sample. Results of the study supported the research design. Students showed awareness of their metacognitive process and reported that they felt more confident using the R.A.C.E. writing strategy. 10 out of 12 students (83%) showed positive trend lines in their data as they progressed through eight levels of material, even as the support built into the material decreased with each level.
Language: English
Published: River Falls, Wisconsin, 2022
Master's Thesis (Action Research Report)
Gender and Collaborative Writing
Available from: St. Catherine University
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Abstract/Notes: This action research report investigated whether all boy collaboration groups improve the writing skills and attitudes in primary aged boys. The study included an all male writing group, a mixed gender writing group, and an all female writing group in a small, rural Montessori Academy in a classroom with 21 students ranging in Grades 1 through 3. Students were instructed on how to collaborate and work appropriately with one another before beginning writing in their groups assigned by gender for six weeks. While students worked in their groups the researcher observed behaviors, scored entries, conferenced with students, and administered surveys regarding writing pre and post intervention. Students, male and female, had an overall positive attitude towards writing before intervention and maintained their positive attitudes post intervention. Results showed that the mixed gender group demonstrated the highest improvements in writing skills, but participated in the lowest amount of collaboration. The results of the study suggested that collaboration could have been an effective tool for males, but not a consistent method for other students. Based on the results of the study, it is suggested that all students participate in mixed gender groups.
Language: English
Published: St. Paul, Minnesota, 2016
Book Section
Lecture 37: Bells and Tone Bars - Sensorial Explorations, Singing, and the Beginnings of Writing Music [London, June 28, 1921]
Book Title: The Montessori Approach to Music
Pages: 42-49
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Language: English
Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2020
ISBN: 978-90-79506-48-4
Series: The Montessori Series , 23
Article
Reading, Writing, and Mathematics: Explored and Discovered Rather than Taught
Publication: NAMTA Journal, vol. 28, no. 1
Date: 2003
Pages: 43-55
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Examines reading, writing, and mathematics for older primary children within the Montessori setting. Emphasizes normalization and engaging links with the prepared environment, focusing on how discovery moments in reading and contexts for learning around culture create natural conditions for learning. Asserts that the guided discovery approach means careful planning and direction for the child and that adults must know the passages and meaning of each activity the child chooses. (Author/KB)
Language: English
ISSN: 1522-9734
Article
A Path for the Exploration of Any Language Leading to Writing and Reading: As Part of the Total Montessori Approach to the Development of Language
Publication: NAMTA Journal, vol. 29, no. 3
Date: 2004
Pages: 1-40
Muriel I. Dwyer - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
A Path for the Exploration of Writing and Reading
Publication: NAMTA Journal, vol. 29, no. 2
Date: 2004
Pages: 71–93
Muriel I. Dwyer - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Master's Thesis (Action Research Report)
Does Storytelling Affect Story Writing in a Lower Elementary Classroom?
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: This study investigated the impact an oral storytelling component had on students’ story writing. The study took place over six weeks in an Elementary classroom at a small independent Montessori school. Eight Lower Elementary students (ages 6-9) listened to stories told by the teacher, or orally told ideas for their stories, prior to thirty minutes of story writing. Also, approximately halfway through the study, the students participated in a storytelling workshop conducted by a professional storyteller. Data sources included pre-intervention and weekly writing samples, engagement observations, a writing rubric to code the writing samples and a student writing attitude scale completed before and after the intervention. Over the course of the study, students’ time engaged in the writing process and quality and length of their stories increased. Additionally, after the storytelling workshop, improvement in student writing increased at a faster rate than before the workshop. Further research could study if an oral storytelling workshop implemented earlier in the school year could have a greater impact over a greater length of time.
Language: English
Published: St. Paul, Minnesota, 2017
Article
Moveable Alphabet: Towards Spontaneous Reading and Writing
Publication: Montessori Talks to Parents, vol. 2, no. 1
Date: 1979
Pages: 14-17
Maria Montessori - Writings, Montessori materials, Montessori method of education, Moveable alphabet, Reading, Writing - Instruction and study
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Abstract/Notes: Excerpt from The Formation of Man.
Language: English
ISSN: 0749-565X
Article
Embedding Video-Based Modeling Handwriting Instruction in a Montessori Preschool Phonics Program
Available from: Taylor and Francis Online
Publication: Journal of Occupational Therapy, Schools, and Early Intervention, vol. 7, no. 2
Date: 2014
Pages: 151-160
Americas, Information and communications technology (ICT), Montessori method of education, North America, Technology and children, United States of America, Writing - Instruction and study
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Abstract/Notes: A video-based modeling handwriting program for lowercase letter formation was embedded in a Montessori preschool phonics curriculum in one of two Montessori classrooms for 16 weeks. Children could view the DVD on request during phonics lesson time. Phonics skill and letter sequencing patterns improved for the children in both classrooms. The children with access to viewing the video-based modeling showed greater improvement in letter legibility. As part of early intervening services, occupational therapy practitioners may be called upon to make recommendations that benefit all the children in a classroom. Video-based modeling was compatible with the Montessori phonics curriculum and effective for this group.
Language: English
DOI: 10.1080/19411243.2014.930618
ISSN: 1941-1243
Master's Thesis
Mrs. Dorothy Canfield Fisher's views on society, education and the problems of sane living, as revealed in her writings
Available from: University of Kansas Libraries
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Language: English
Published: Lawrence, Kansas, 1930