For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Montessori and Learning Differences
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 13
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education
See More
Language: English
ISSN: 1054-0040
Article
The At Risk Child: How the Montessori Classroom Enhances Learning
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 2
Date: Spring 2004
Pages: 8–12
See More
Abstract/Notes: Part 2 of 2
Language: English
ISSN: 1054-0040
Article
Parents Learning and Loving Montessori Education [book reviews]
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 65
See More
Abstract/Notes: Written by Rob Keys, who has 30 years of experience in Montessori teacher education and school admissions, it is a book well suited for parents looking for the best learning environment for their child, as well as for parents who are struggling with keeping their child in a Montessori school beyond kindergarten or Lower Elementary.In a comment he made to me when I interviewed him about the book, he stated, "Montessori schools have long relied on the success of their graduates and word-of-mouth to validate their programs.[...]educators who are drawn to the dictum "follow the child" will bolster their understanding of how children learn best by reading this book.
Language: English
ISSN: 1054-0040
Article
Learning with Music in the Classroom: What Research Says
Publication: Montessori Life, vol. 10, no. 4
Date: 1998
Pages: 32–33
See More
Language: English
ISSN: 1054-0040
Article
Learning from Our Children
Publication: M: The Magazine for Montessori Families
Date: Jan 2007
Pages: 27–28
See More
Abstract/Notes: Why elementary
Language: English
Master's Thesis (Action Research Report)
Behavioral Effects of Outdoor Learning on Primary Students
Available from: St. Catherine University
See More
Abstract/Notes: Children have an innate sense of curiosity about nature. “When children come in contact with nature, they reveal their strength” (Montessori, 1967, pg. 69) and therefore, outdoor education can be a useful learning tool for students. Whether being outdoors or bringing the nature-based activities inside, children have the opportunity to work with all of their senses. A growing number of schools around the United States have begun adding outdoor learning to their curriculum (Lieberman & Hoody, 1998) to bring a positive outcome to students’ behavior. Outdoor learning provides another environment that children can thrive in and hopefully benefit from. As many students struggle with learning confined to an indoor learning environment, like most classrooms, changing the environment offers students a uniquely rich context to frame student learning and provides them with movement, stimulation and grabs their attention so they can focus better (Bjorge, Hannah, Rekstad and Pauly, 2017). “If students are more focused, it is less likely for them to cause disruptive behaviors” (Bjorge, et. al, p. 4). This positive change in behavior is beneficial for everyone including students, teachers, and parents. By incorporating outdoor learning regularly in a classroom, children are given the freedom to move and explore on a sensorial level that may promote positive learning abilities. Using the outdoor environment as a classroom setting can have an impact on children who are not successful in an indoor classroom setting. According to existing research, (Bjorge, et. al, 2017; James, J.K. and Williams, T., 2017; Lieberman & Hoody, 1998) student motivation and concentration behaviors, as well as overall well-being, can be greatly impacted and improved through outdoor learning opportunities.
Language: English
Published: St. Paul, Minnesota, 2019
Article
The Role of Physical Manipulatives in Teaching and Learning Measurement
Available from: Sabinet African Journals
Publication: Learning and Teaching Mathematics, vol. 2012, no. 13
Date: 2012
Pages: 3-5
Africa, Montessori materials, South Africa, Southern Europe, Sub-Saharan Africa
See More
Abstract/Notes: Measurement is a critical aspect of mathematics that affords opportunities for learning while applying and engaging with a host of other mathematical topics (Clements and Bright, 2003, p. xi). Although measurement is a theme that permeates all areas of mathematics as well as day-to-day life, research has shown that many learners find it an aspect of mathematics that is difficult to grasp, with learners often "not understand[ing] the attribute being measured or the units that are used for measurement" (O'Keefe and Bobis, 2008, p. 391). Learners often find particular difficulty in determining the surface area and/or volume of a given object. Van de Walle (2004) argues that when learners are only taught the performance of the skills of a particular procedure at the expense of developing and engaging with the concept itself, they become reluctant to attach meaning to it. This problem poses many challenges for mathematics teachers.
Language: English
ISSN: 1990-6811
Doctoral Dissertation (Ed.D.)
The Power of Play: A Case Study on How Play-Based Learning Can Affect the Oral Language and the Social and Emotional Development of Students in the Kindergarten Classroom
Available from: ProQuest - Dissertations and Theses
See More
Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.
Language: English
Published: Springfield, Missouri, 2022
Master's Thesis (Action Research Report)
The Benefits of Parent-School Partnerships: A Cooperative Approach to Increase Student Learning and Achievement
Available from: St. Catherine University
See More
Abstract/Notes: This action research study was conducted at a rural Montana public school and included students in the first through third grade and their parent participants. The study investigated the ways that parent participation, through parent-school partnerships, could benefit student learning and achievement. The study used a combination of student surveys and interviews, while the parents completed an online survey and questionnaire. The results of the study focused on students’ perceptions of their parents’ involvement in their educational experience as well as primary ways that parents communicate with their child’s school, teachers, and their involvement with their child in and out of school. Further investigation of this study would focus on specific ways parents are involved in their child’s educational experience and observing and documenting parent-student involvement through a school-hosted program during a school day.
Language: English
Published: St. Paul, Minnesota, 2014
Master's Thesis (Action Research Report)
The Effects of the Implementation of the Conscious Discipline Program on Social Emotional Learning in an Early Childhood Classroom
Available from: St. Catherine University
See More
Abstract/Notes: This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.
Language: English
Published: St. Paul, Minnesota, 2014