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Article
Music Refresher Course–An Elementary Teacher's Perspective
Publication: Forza Vitale!, vol. 19, no. 2
Date: 2000
Pages: 8–9
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Abstract/Notes: AMI Refresher Course, San Diego, CA, January, 2000
Language: English
Article
The Creation Story in the Elementary Classroom
Publication: Forza Vitale!, vol. 20, no. 3
Date: 2001
Pages: 10–11
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Language: English
Article
Biology: Classification in the Elementary
Publication: Forza Vitale!, vol. 18, no. 3
Date: 1999
Pages: 9–10
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Language: English
Article
The Transition into Elementary
Publication: Forza Vitale!, vol. 16, no. 2
Date: 1997
Pages: 17–18
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Language: English
Article
Enticement in the Elementary Classroom
Publication: Forza Vitale!, vol. 21, no. 3
Date: 2002
Pages: 13
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Language: English
Article
Biology in the Elementary Environment
Publication: Forza Vitale!, vol. 17, no. 2
Date: 1998
Pages: 14–16
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Language: English
Article
The Elementary Alumni Association, a Personal Note
Publication: Family Life (AMI/USA), no. 7
Date: Fall 1985
Pages: 10-11
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Language: English
Article
Elementary Physics
Publication: AMI Elementary Alumni Association Newsletter, vol. 21, no. 3
Date: 1989
Pages: 5–6
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Language: English
Master's Thesis (Action Research Report)
Decreasing Off-Task Behaviors in an Elementary Classroom
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: The purpose of the research was to find which interventions (cognitive, humanistic, behavioral, social) are most effective in decreasing off-task behaviors in an elementary classroom. The research project took place in an upper elementary classroom. The class consists of sixteen fourth through sixth grade Montessori students in a public school setting. Fifty percent of these students are new to Montessori education. Twenty-five percent of the class is special needs students. The four sources of data used in this research included observation forms, self-assessment forms, a story-evaluation form, and class revision of community rules. The results showed a decrease in off-task behaviors and an increase in on-task learning. The conclusion of this research reveals that the most successful intervention is the behavioral learning theory. Students improve the most when given direct responsibility for becoming aware of and changing their own off-task behaviors. They are able to transfer this knowledge into supporting their community's on-task learning.
Language: English
Published: St. Paul, Minnesota, 2014
Article
The Elementary Alumni Association's Annual Meeting Unicoi State Park, Georgia
Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 1
Date: 1985
Pages: insert
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Language: English