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Article
Is It Rewarding to Be Unrewarding? Can Affectionate Praise Lead to Self-Confidence and Security?
Publication: LM Courier
Date: Jan 1987
Pages: 2
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Language: English
Article
Observation and Self-Evaluation Tools
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 7, no. 2
Date: Winter 1971-1972
Pages: 18
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Language: English
ISSN: 0010-700X
Master's Thesis (Action Research Report)
The Effect of Control-Based Group Games on Self-Controlled Behavior in a Primary Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research study aims to determine the effect of control-based group games on self-controlled behavior in a Montessori primary classroom. The study took place over a period of four weeks and included 17 participants ages 35 months to 6 years. A control-based group game, such as Red Light/Green Light or Simon Says, was implemented daily. Both quantitative and qualitative data was collected from these games, as well as from observations of behavior in the classroom. Though the study found no significant correlation between game outcomes and self-controlled behavior in the classroom, the self-control skills needed to succeed in the games increased notably over the duration of the study. This drastic improvement in self-control skills suggests the need for future, more targeted research opportunities.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
A Prepared Environment At Home For One Adolescent: The Effect of Exercises of Practical Life on Self-Regulation of an Adolescent
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This action research project investigated the effect of exercises of practical life on the self regulation of an adolescent in his prepared environment at home. Participants included two parents (of which one was the researcher) and one adolescent boy aged sixteen. The research took place over seven weeks in the home of the adolescent. The researcher prepared areas of the house to create a setting for practical life exercises. A pre-attitude scale for the adolescent and pre assessments for the parents and the adolescent provided baseline data. This data supported the selection and design of the eight materials for the project. Quantitative and qualitative data were collected on school days using a daily observation log, journal, and weekly planning questionnaire. After the project, the parents and the adolescent completed a post-assessment, and the adolescent conducted a post-attitudes scale and interview. Analysis of the data suggests that some materials supported the adolescent. The interview provided clarification of data in the observation log. The adolescent has asked to continue using some of the materials. The project has given the family confidence in their ability to work together to create systems and tools to support routine and self-regulation.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher
Available from: St. Catherine University
Action research, Critical race theory, Montessori method of education - Teachers, Teachers
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Abstract/Notes: This action research project investigated how anti-critical race theory (CRT) legislation in public education has impacted the perceived self-efficacy and emotions of one Montessori educator. This 4- week self-study consisted of daily assigned reading, weekly media, and a weekly conversation to aid in multicultural critical reflective practice (MCRP). Data was measured using a pre-and post- self assessment on Qualtrics, a daily mood app, and daily critical journal reflections. The pre-and post assessment demonstrated an increase in self-efficacy to speak with confidence about the origins of CRT in education research. Daily critical journal reflections displayed an increase in the ability to critically reflect on the educator’s own positionality, suggesting that daily critical engagement with material aimed at increasing awareness of racial inequities in education builds confidence and empathy in educators. Further research should include small groups of teachers utilizing this intervention for professional development, longer or shorter daily intervention, a biometric measurement in place of the daily mood measurement, and follow-up assessments over a longer study period to determine the lasting effects of the intervention. This research has impacted my future in education both personally and professionally, with confidence in my critical thinking skills and greater awareness of how my positionality interacts with structural inequities within education as my greatest perceived benefits.
Language: English
Published: St. Paul, Minnesota, 2022
Article
Increasing a Child's Self-Esteem
Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 2
Date: 1986
Pages: insert
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Language: English
Article
Me, Myself, and Cuentepec
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 222-223
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Adolescents, Éducateurs sans Frontières (EsF), and Selfless Adult Service: The Magic of Side-by-Side Collaborative Work
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 248-251
Educateurs sans Frontieres (EsF)
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Handicrafts as a Means to 'Self-Employment'
Publication: Around the Child, vol. 13
Date: 1969-1970
Pages: 78-80
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Language: English
ISSN: 0571-1142
Article
Self-Evaluation Encouraged!
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 2, no. 1
Date: Fall 1996
Pages: 1
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Language: English