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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
Insights from Our Pedagogues: Reflections from the AMI Workshop for Upper Elementary
Publication: AMI/USA News, vol. 22, no. 1
Date: Jan 2009
Pages: 5
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Abstract/Notes: 2009 conference in Virginia
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.)
An Exploratory Study on the Effectiveness of Montessori Constructs and Traditional Teaching Methodology as Change Agents to Increase Academic Achievement of Elementary Black Students
Available from: ProQuest - Dissertations and Theses
Academic achievement, African American children, African American community, Americas, Montessori method of education, Montessori schools, North America, United States of America
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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
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
Master's Thesis (Action Research Report)
Effects of Classroom Talk Lessons on Student Perceptions of Collaborative Group Work in a Remote, Synchronous Montessori Elementary Learning Environment
Available from: St. Catherine University
Action research, COVID-19 Pandemic, Lower elementary, Montessori method of education, Online learning
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Abstract/Notes: This mixed-methods action research examined the effects of classroom talk lessons on children’s perceptions of collaborative group work in an online Montessori learning environment during the COVID-19 pandemic. Participants were 19 Lower Elementary students and one teacher/investigator. All work was online, both synchronous and asynchronous. Students were presented with lessons in classroom talk, and practiced these skills during online collaboration in the creation of a student newsletter. Key findings were that students use of classroom talk behaviors and rigorous thinking increased slightly over the four-week period and students’ perceptions of their community identity and the value of their ideas increased over the course of the intervention, most notably in younger students. Teaching classroom talk had positive effects on student agency, depth of collaborative work, and grace and courtesy in this digital Montessori classroom. Respectful disagreement was identified as an area for future study.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
Supporting Narrative Writing Proficiency and Engagement in a Montessori Upper Elementary Classroom through the Writing Workshop Model and 6+1 Traits of Writing
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: This action research project set out to determine the effects of daily writing workshop lessons, including the 6+1 Traits of Writing vocabulary, on student writing proficiency and engagement. An upper elementary classroom of 17 students, consisting of nine fourth graders and eight fifth graders, in an independent, suburban Montessori school participated in this study. Students completed a five-week narrative writing unit from Calkins, Ochs, & Luick’s (2017) Up the Ladder curriculum. The teacher-researcher collected data through observation, writing prompts scored using a 6+1 Traits of Writing rubric, student feedback forms, Bottomley, Henk, & Melnick’s (1997/1998) Writer Self-Perception Scale, and small group feedback sessions. The data suggested that students, particularly weaker writers, made gains in writing proficiency. Further research is necessary to determine if students would be more engaged in writing than other subjects and if classrooms with a full three-year age span would make similar gains in writing proficiency.
Language: English
Published: St. Paul, Minnesota, 2017