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: Purpose: The purpose of this qualitative phenomenological study was to investigate the impact of project-based learning on K-5 students’ development of the 4Cs (Critical Thinking, Communication, Creativity, Collaboration) as perceived by elementary charter school teachers. Methodology: A phenomenological design was selected to address the research questions for this study. Through purposeful sampling, 12 charter elementary teachers who met a pre-determined set of criteria (including the routine integration of project-based learning within their instructional programs) were selected to participate in virtual, semi-structured interviews. All teachers were employed by charter schools located in six counties within California. The interviews were conducted using a researcher-developed protocol. Artifacts in the form of student work, planning documents, and project overviews were also collected and evaluated. Once organized, the researcher coded and analyzed the data for themes. Findings: Data analysis revealed that the participating teachers regularly integrated 4Cs skills into their instructional practice. When planning PBL (collaboratively or independently), specific skills might be targeted, but all four skills were often assumed as necessary for project success. Prior to project implementation, teachers worked to build a classroom culture so that students felt safe and understood the expectations of project work. Cycles of inquiry began with a driving question or challenging problem that students worked (primarily in teams) to answer or solve. Students then presented their learning in varied ways to different audiences. Assessment was challenging for most 4C areas, with communication being the skill most frequently assessed formally due to its inclusion in the Common Core State Standards. Conclusions: The implementation of project-based learning supports the development of critical thinking, communication, creativity, and communication by providing ample opportunities for students to practice and build capacity. Additionally, students develop a sense of ownership, agency, and empowerment as learners and can make authentic connections to their lives. PBL also develops real-world skills that are transferable well beyond the classroom. Finally, COVID-19 eliminated PBL during remote learning with some exceptions. Communication and collaboration were most impacted. Recommendations: Ten areas of further research were recommended to increase the body of knowledge related to these variables.

Language: English

Published: Irvine, California, 2022

Abstract/Notes: The desire to learn with our hands is an innate human trait. Sociocultural theory presented by Lev Vygotsky laid the foundation of the importance of hands-on learning, which is still prevalent in current trends within the field of education. When focusing on the whole child, sociocultural theory supports the many facets that comprise the human being. The evolution of skills deemed necessary in the current era, challenges schools to implement dynamic curricula in order to foster 21st century skills in students. While there is not substantial research to support the use of handwork in the Upper Elementary Montessori classroom (multi-age setting for 4th-6th grades), there is significant research that demonstrates the importance of creativity, discipline, independence, self-efficacy, and social cooperation as skills to develop for this age group. The purpose of this study was to examine and evaluate the impact of handwork as an experience with upper elementary students between the ages of nine and twelve as a means to develop contemporary soft skills of creativity, discipline, independence, self-efficacy, and social cooperation which together support pre-adolescent brain development. Through the use of qualitative (observations) and quantitative instruments (surveys), this research was intended to validate the impact of Practical Life activities in development of these skills. However; due to school closures during the COVID-19 pandemic, the study had to be terminated. Based on the short period of intervention and researcher’s time with students, the following generalized conclusions about handwork and development of soft skills is that there is a positive effect.

Language: English

Published: River Falls, Wisconsin, 2022

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: 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

Language: English

Language: English

Language: English

Language: English

Abstract/Notes: summary of lectures by Jean Miller at 2006 Refresher Course

Language: English