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Article
Getting to Know the Elementary Brain
Publication: AMI Elementary Alumni Association Newsletter
Date: 2015
Pages: 24–26
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Language: English
Article
Montessori Language in the Elementary
Publication: AMI Elementary Alumni Association Newsletter, vol. 38, no. 3
Date: 2006
Pages: 2–4
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Abstract/Notes: summary of lectures by Jean Miller at 2006 Refresher Course
Language: English
Article
Observing a Montessori Elementary Classroom
Publication: AMI Elementary Alumni Association Newsletter, vol. 11, no. 2
Date: Jan 1984
Pages: insert
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Language: English
Article
Introducing Spanish as a Second Language in the Elementary Classroom
Publication: AMI Elementary Alumni Association Newsletter, vol. 32, no. 3
Date: 2000
Pages: 7–8
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Language: English
Article
Elementary Alumni Association
Publication: AMI/USA Bulletin, vol. 1, no. 7
Date: Mar 1982
Pages: 1-2
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Language: English
Article
Can Elementary Students Choose, Develop, and Sustain Multiple Personal Goals?
Publication: AMI/USA News, vol. 11, no. 2
Date: Mar 1998
Pages: 4–8
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Language: English
Article
AMI Elementary Alumni Association Financial Report May 1, 2007 through April 30, 2008
Publication: AMI Elementary Alumni Association Newsletter
Date: 2008
Pages: 15, 9
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Language: English
Doctoral Dissertation (Ph.D.)
Longitudinal Academic Achievement Outcomes: Modeling the Growth Trajectories of Montessori Public Elementary School Students
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Elementary education has theoretical underpinnings based on cognitive psychology. Ideas from cognitive psychologists such as James, Dewey, Piaget, and Vygotsky coalesce to form constructivism (Cooper, 1993; Yager, 2000; Yilmaz, 2011). Among others, the Montessori Method (1912/1964) is an exemplar of constructivism. Currently, public education in the United States is heavily impacted by the No Child Left Behind legislation (Paige, 2006) which emphasizes high stakes academic achievement testing. Absent from the literature is an examination of the academic achievement of Montessori students in public education. This study explores the academic achievement outcomes of public school students who completed varying numbers of years in Montessori elementary education. Singer and Willett's (2003) multilevel model of change serves as the statistical tool utilized to explore the academic achievement outcomes of a first grade cohort through their elementary and secondary school careers. Accrued years in Montessori did not account for significant variance amongst the trajectories, and gender and ethnicity, when considered without the interactions with accrued years, had minimal impact. Socioeconomic status, when the variable of accrued years in Montessori was removed from the equation, was a significant predictor of reading and math achievement.
Language: English
Published: Commerce, Texas, 2014
Doctoral Dissertation
Examining Elementary Teachers' Perceptions of the Impact of High-Stakes Testing on Classroom Teaching Practices: A Mixed Methods Study
Available from: UAB Libraries
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Abstract/Notes: The No Child Left Behind Act of 2001 (NCLB) requires schools to be held accountable for academic performance. It is believed the pressure of accountability will lead teachers to narrow the curriculum by engaging students in test preparation activities. The purpose of this two-phase, explanatory mixed methods study was to examine elementary teachers’ perceptions of the impact of the Stanford Achievement Test 10 (SAT-10) and the Alabama Reading and Math Test (ARMT) on classroom teaching practices from a sample of third-grade, fourth-grade, and fifth-grade teachers in three large school systems in Alabama. The purpose of the first, quantitative phase of the study, was to reveal teachers’ perceptions of the impact of high-stakes testing on curriculum and instructional approaches, the amount of time spent on critical thinking skills, the amount of time spent on test preparation activities, and the perceived impact of state tests on students and teachers by surveying 123 third-grade through fifth-grade teachers in three large Alabama school systems. In the second, qualitative phase of this study, purposeful sampling strategy and maximal variation sampling strategy were employed to interview nine teachers who responded to the survey in the first, quantitative phase of the study to explore the results from the statistical tests in more depth. Findings suggested urban teachers spent more time on critical-thinking skills than rural and suburban teachers, and low-socioeconomic, rural teachers experienced more stress caused by high-stakes testing than their geographical counterparts. All teachers independent of socioeconomic status or school geographical location reported they increased their focus on reading and math, which were the subjects assessed on high-stakes tests and de-emphasized subjects not tested such as social studies and science. Finally, most teachers reported they decreased the teaching of critical thinking skills due to the SAT-10 but increased the teaching of critical thinking skills due to the ARMT. Due to the lack of research regarding high-stakes testing in Alabama elementary schools, there was a need for teachers to discuss the specific impact of testing on classroom teaching practices because they work directly with students and are cognizant of the challenges that teachers face.
Language: English
Published: Birmingham, Alabama, 2010
Master's Thesis (Action Research Report)
The Effects of Teacher-Centered Coaching on Whole-Class Transitions in a Montessori Lower Elementary Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The purpose of this action research project was to explore what effects one-on-one coaching would have on whole class transition times. The transitions in question were in a class of first through third graders moving from the period of class-time consisting of individual or small-group work choices to the whole class gathering in order to move on to the next activity, such as circle time in preparation for lining up to head to another part of the school building for Specials classes or lunch or to recess. Mostly this consisted of cleaning up the classroom and gathering as a whole group at circle time. Individually coaching the teacher in implementing specific techniques from No-Nonsense Nurturing® (NNN) online training platform could affect the quality and length of time of identified whole class transitions. Coaching techniques consisted of one-on-one meetings between coach and teacher for identifying through observation, learning through online training and coaching conversations, and planning improvements with the coach as partner. The data collection utilized pre- and postintervention questionnaires, daily time tracker tally sheets, daily phrase tracker tally sheets, and weekly discussion questionnaires. Participation in the coaching cycle was found to improve the teacher’s understanding of NNN as a tool to increase the teacher-student relationships. This, in turn, increases efficiency in whole-class transition times.
Language: English
Published: St. Paul, Minnesota, 2020