Abstract/Notes: The purpose of this research was to identify ways of improving reading fluency for elementary children in grades first through sixth. Children scoring below the 40th percentile on reading standardized test scores, determined our testing population. Four data collections tools were used, including a child-centered survey, a reading fluency rubric, teacher observations, and fluency graphs. The Read Naturally Program was used as the reading fluency intervention. Students made fluency progress in both the upper and lower elementary levels. This research highlights the importance of reading fluency interventions. Further research might focus on self reflection for children using the iPad Read Naturally Program.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This study project was designed to study the effectiveness of implementations to aid in the successful inclusion of special needs students in a Montessori elementary classroom. This study also looked at the impacts that inclusion has on special-needs students. This study took place in a small Montessori upper elementary classroom of fourth through sixth grade in the southern United States. The implementations included self-control building, self-regulating and calming activities, Grace and Courtesy lessons, team building activities and oral reading, discussions and journal entries of Wonder (Palacio, 2012) Data was collected using student journals, an observational tally, researcher’s field journal, discussion notes and parent pre mid and post surveys The findings indicate there is a correlation of use of the implementations and a reduction of inappropriate interactions. It is recommended that future studies focus on a larger subject base as well as a more longitudinal period of implementations and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: The purpose of this study was to compare reading and math academic achievement scores of a cohort of students who had experienced mixed-age (two-grade span) and multiage (three-grade span) configurations, in a selected nongraded elementary school located in East Tennessee. Student attitude toward school, gender and socioeconomic status were also analyzed. The causal-comparative quantitative approach, along with convenience sampling, was the foundation for this study. Academic achievement normal curve equivalency (NCE) scores from the TerraNova Comprehensive Test of Basic Skills for the 1997-2000 academic years and survey results from the Attitude Toward School Inventory (Meier, 1973) given in the concluding year (2000) were analyzed using ANOVA, ANCOVA and t-tests to determine which configuration produced better results for students. Statistically significant results (p=. 05) were found indicating that the multiage students performed better in reading achievement during the 1997 and 1998 years (ANOVA). ANCOVA results indicated multiage configuration to be statistically significant in 2000 when controlling for prior reading achievement. ANOVA results proved to be statistically significant in math for the multiage configuration in 1998. NCE mean scores in reading and math were higher, some significantly higher, for all four years 1997, 1998, 1999, and 2000 for those students in the multiage (three-grade span) configuration. No statistically significant differences were found in configurations regarding attitude toward school, however in all subtest areas the multiage (three-grade span) students mean scores were higher than the mixed-age (two-grade span) students scores. Findings include a stronger case for multiage (three-grade span) configuration when planning a nongraded developmentally appropriate elementary program.

Language: English

Published: Johnson City, Tennessee, 2001

Abstract/Notes: Multiage programming is a school reform option used throughout the United States. Much of the current literature focuses on the short-term benefits of multiage programs, particularly at the elementary level, with little consideration for long-term effects or for what might happen to students once they leave the multiage classroom and enter middle school. While there has been significant research that generalizes the transition experience of the general population of students, there has been limited research conducted on this transition experience for this specific population, the multiage elementary student. The purpose of this simultaneous, mixed methods study was to provide an in-depth examination of the transition effects on students who transition from multiage elementary classrooms to traditional single-grade classrooms at the middle school. In this study, eight students who had previously attended multiage elementary classrooms were given the Piers-Harris 2 Children's Self Concept Scale at three points, fall, winter, and spring during their first year in middle school to assess the students' social and emotional well-being during the transition. Students were also administered a middle school transition questionnaire to identify what procedural, academic, or social issues were of concern to them. Students were interviewed about their transitional experiences. In the analysis of the data showed that the students' overall sense of self and self-esteem improved over the course of the transitional year. Student concerns with procedures, academics, and social life decreased over the course of the year. The following major categories emerged from the interviews: (a) adjusting to the structure of middle school, (b) adjusting to new academic demands, (c) managing relationships with teachers and peers, and (d) changing sense of self. The findings have implications for middle level educators, multiage classroom elementary educators and for parents.

Language: English

Published: Chicago, Illinois, 2012

Abstract/Notes: Black students consistently underachieve academically in comparison to White students. To minimize the achievement gap between Black students and White students, some experts advocate the use of differentiated instruction as an alternative methodology to teach underachieving students. Differentiated instruction is predicated on teaching students based on their learning abilities and/or learning preferences. The differentiated instructional model examined in this study combined traditional teaching methodology with specific Montessori stage two and stage three constructs. This exploratory qualitative study examined the impact that Montessori constructs combined with traditional teaching methods had on academic achievement of Black students in grades four and five in an inner city school in Dallas County, Texas. The study further explored the sample’s perceptions of and preferences for the combined teaching methodology. The sample group had been exposed to the differentiated teaching model evaluated in the study. Disaggregated 2007 and 2008 TAKS results from the Texas Education Agency were obtained to compare the school’s fourth and fifth grade Black students’ achievement to their cohort groups in the district and in the state. The TAKS data comparisons found variability in performance among the groups in each of the subject areas assessed by TAKS. Qualitative data from a Likert Scale, multiple choice questions, questionnaires, written essay, and interviews were obtained from the participants to examine the students’ perceptions of and preferences for the combined teaching methodology. Data responses were analyzed and themes were developed to determine black students’ preferences for teaching, learning, and factors that contribute to learning. The findings of this study imply that future use of a differentiated instructional model that combines traditional teaching methodology and specific Montessori constructs and principles might be effective in improving Black student achievement.

Language: English

Published: Minneapolis, Minnesota, 2009

Abstract/Notes: Montessori education emphasizes the development of prosocial skills, which are correlated with positive educational and behavioral outcomes in both middle-class and low-income school environments. Two recent studies document the effectiveness of the Montessori approach in this area. Historically, the Montessori method, developed in Italy in 1906, became widespread in American independent schools in the 1950s. With the advent of charter school legislation, the number of public Montessori schools serving lower income children has been increasing over the last decade. The purpose of this study was: (a) to observe and describe how Montessori teachers foster prosocial skills, and (b) to explore whether and how this differs in public and private Montessori schools serving students of different backgrounds/SES. Five mixed-age (first-third grade) Montessori classrooms (two private, three public) were observed and videotaped on two occasions between December 2006 and February 2007. An observation tool developed for non-Montessori classrooms was used to record teacher behaviors linked to prosocial skills development. Similar teacher strategies to promote prosocial skills were recorded in both the public and private schools. These similarities were apparent despite vastly different student and school characteristics. A number of teacher strategies typically associated with the promotion of prosocial skills which were emphasized in the observation tool were not observed in either school. The findings of this study raise questions about the use of observation tools outside of the context in which they were developed. This finding may also be attributed to the timing of the observations (in winter), as the teacher behaviors are more likely to be exhibited during the first few months of school. Interviews with teachers and principals also revealed different leadership needs of a start-up school as opposed to an established school.

Language: English

Published: Philadelphia, Pennsylvania, 2007

Abstract/Notes: The purpose of the study was to evaluate the reorganization of Northboro Elementary School from the academic years of 1991–1992 through 2000–2001. The study was designed to determine the effectiveness of achieving five objectives established for the reorganization in two-year increments of implementation from the perspectives of the administrative staff, teachers, paraprofessionals, and parents. The reorganization objectives were (1) to develop a physically and psychologically safe environment for all students; (2) to implement a public magnet program to racially balance the population with non-Black students; (3) to increase student achievement scores on the state assessment test in the areas of reading, writing, and mathematics; (4) to increase parent involvement at the school; and (5) to improve the quality and increase the amount of staff development. Utilizing the focus group method, the 35 participants represented, 4 administrative staff, 9 paraprofessionals, 4 reading teachers, 3 regular and 6 Montessori teachers, and 9 parents. The Levels of Use of the Innovation (LoU) (Hall, Loucks, Rutherford, & Newlove, 1975) was used for the assessment of all aspects of the reorganization. As a result of the evaluation, it was determined that all the objectives were met in accordance with the LoU model. The major findings were: (1) Using an effective reorganization tool, such as the Levels of Use, gave the leader clear direction for reorganization, from orienting, to managing, and finally to integrating the use of the innovation. (2) Parent participation in the reorganization process was essential for effective teaching and learning. Parent involvement was critical in promoting a sound physically and psychologically safe environment. (3) Implementing an innovative Montessori Magnet program reduced the racial balance, and drew racially, economically, and educationally diverse students. Based on the findings, it is recommended that additional evaluations be conducted to include: (1) Examining the extent race or age had on the overall success of the reorganization. (2) Determining if the Montessori, Reading Recovery, and Levels of Use strategies are only effective at the elementary level. (3) Assessing the academic achievement of eighth- and tenth-grade students who participated in the Reading Recovery Program.

Language: English

Published: Cincinnati, Ohio, 2004

Abstract/Notes: The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms. The population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement. There were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher. The overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.

Language: English

Published: Bozeman, Montana, 1997

Abstract/Notes: This is a descriptive study of independent learning in four Montessori elementary classrooms. It shows relationships between groups of variables for the student, teacher, and environment--with independent learning. Data were collected for the project in three schools in the Seattle area. A profile on each student consisted of demographic information, scores on four measures of independence, and data regarding observed classroom behavior. The teachers provided background information and philosophical orientation through questionnaire and their classroom behaviors were observed. The environment, including the physical and underlying structural climate, was revealed through teacher interview and observation of whole-class behavior. The resultant data were examined for relationships through correlational techniques. Student background, specifically sex, age, and previous Montessori experience, were not found to be predictive of observed independent learning. Teacher background and years of teaching experience in Montessori were also not predictive of the independent learning that occurred in the classroom. The environment, prepared by a Montessori teacher to facilitate independent learning, provided for self-directed study. Independent learning was observed by the behaviors of the individual student, the teacher, and the whole-class similarly in the four classrooms. It was observed in a variety of students. All four teachers had Montessori teacher education and experience. All classrooms were set up physically with shelves of manipulative materials and structurally with student-directed expectations. It was concluded that independent learning can occur when allowed and provided for.

Language: English

Published: Seattle, Washington, 1987

Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.

Language: English

Published: Columbus, Ohio, 1981