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Article
Classroom Community for Learning [Summary of presentation by Betty Litsey and Julie Carnes at 2000 summer conference]
Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 1
Date: 2000
Pages: 2–8
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Language: English
Master's Thesis (Action Research Report)
What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?
Available from: St. Catherine University
Action research, Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education
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Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students
Available from: St. Catherine University
Action research, Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
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Abstract/Notes: This seven-week study explored the impact of student-self assessment on learning and engagement behaviors of 48 sixth graders during math classes in a public school setting. Data collection tools such as student surveys, pre-and post -self-assessments, observations, reflections, and teacher- student conferencing provided the information to inform the conclusions regarding self-efficacy. Observation confirmed that a student’s participation in using self-evaluation to contribute to their learning affected internal processes such as motivation and engagement. Assessment activities that provided evidence and feedback to inform goals specific to skill development and learner traits yielded significant results. Highly structured assessment tools and classroom routines reduced students' reliance on the teacher to interpret and use individual performance data. The use of formative assessment practices that promoted goal setting, self-assessment and self-determination practices improved engagement and learning behaviors in the classroom.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Efficacy of Community Building in Adult Online Learning Environments
Available from: St. Catherine University
Action research, Montessori method of education - Study and teaching, Montessori method of education - Teacher training
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Abstract/Notes: This qualitative research study was conducted during synchronous class sessions with adult learners enrolled in an online Montessori teacher education program. The aim was to determine which techniques were being used to facilitate adult learning in an online learning environment. The research collected data through data tools designed to record the observed behaviors of participants engaged in online synchronous class sessions. The data revealed the use of learning techniques beneficial to developing self-confidence, community building, and knowledge acquisition by utilizing qualitative and quantitative research methods. This study can serve as a framework for future research projects focusing on adult learning methods and techniques that will positively impact adult learners’ experience in online learning environments. This study provided evidence that supports techniques that focus on supporting and encouraging adult learners to build self-confidence while cultivating a supportive community of learners. Overall, having synchronous class sessions appear to be beneficial to the building of community, self-confidence of the adult learners, and worthwhile use of time to evaluate the effectiveness of learning in online environments. Synchronous class sessions, accompanied by asynchronous activities of adult learners, are a very effective way of educating future teachers in the Montessori method.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
The Impact of Discourse on Math Learning in Upper Elementary
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc., Upper elementary
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Abstract/Notes: Upper-elementary mathematics becomes increasingly complex, and the gap between fluency and ineptitude grows. Considering the importance of math competency, the educator must act to narrow this achievement gap. This six-week action research study examined the effect of the implementation of teaching and encouraging student application of differentiated discourse strategies on mathematical achievement and empowerment on twenty-two nine-to-twelve-year old suburban students. Qualitative and quantitative data analysis yielded three key themes: nominal growth in student achievement, a marked increase in mathematical modeling, and a considerable shift in perception of discourse responsibility, impacting student mindset, behavior, and participation. Findings suggest that student engagement in mathematical discourse is a transformative practice. Further research is required to quantify academic gains over an extended period of intervention and the influence of adult execution in identifying the upper and lower zones of proximal development.
Language: English
Published: St. Paul, Minnesota, 2022
Article
Learning for Living
Publication: Montessori Matters, no. 2
Date: 1991
Pages: 3–6, 8–10, 12–15
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Language: English
Article
Learning at Home
Publication: Montessori NewZ, vol. 47
Date: Sep 2007
Pages: 12
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Language: English
Article
The MAA National Conference: Perspectives on the Conference Theme [Learning in Harmony with Life]
Publication: Montessori Matters
Date: 1990
Pages: 4–6
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Language: English
Article
Individual Learning Plans
Publication: Montessori International, vol. 89
Date: Oct 2008
Pages: 44
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Language: English
ISSN: 1470-8647
Article
Learning the Keys to the Future
Publication: Montessori Education, vol. 8, no. 5
Date: 1998
Pages: 11
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Language: English
ISSN: 1354-1498