Abstract/Notes: An essay on foreign language work in a Montessori Middle School

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0031-7217

Language: English

ISSN: 0010-700X

Abstract/Notes: This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems. (Contains 19 figures and 5 tables.)

Language: English

ISSN: 1553-9318

Abstract/Notes: Communication skills are one of the skills that students must possess in the 21st century. Not to mention Intellectual Disability students, some of whom have difficulty communicating. One of the learning methods that can stimulate students to communicate actively is the Montessori method. This research is qualitative research with the research design is Phenomenology. This research aims to identify the mathematical communication skills of Intellectual Disability students in learning the material "division" using the Montessori method. The subjects in this study were 5 SLB Tunagrahita Class X students consisting of 3 boys and two girls. One indicator of mathematical communication skills that this research focuses on is expressing mathematical ideas orally or writing. The results showed that by learning mathematics in the distribution of materials using the Montessori method, Intellectual Disability students could communicate mathematical concepts. They were more enthusiastic in learning and more confident in communicating both verbal and non-verbal communication.

Language: English

DOI: 10.1063/5.0096037

ISSN: 0094-243X

Abstract/Notes: Students who develop and apply their self-directed learning skills have advantages in school over those who do not (Betts & Knapp, 1981; Candy, 1991; Guglielmino, 1977; Schunk & Zimmerman, 2012). This is because self-directed learning (SDL) skills enable autonomous learning where students self-initiate, solve problems, develop new ideas, and monitor themselves with minimal external guidance (Knowles, 1976; Zimmerman, 2000). Despite the importance of these skills, research shows that few students consistently engage in SDL (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Because of SDL's multi-faceted and complex nature, it is difficult to discern why this is the case (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Multiple dynamic, interacting factors, including maturation, environmental supports, and historical events, likely contribute to students’ SDL development (Hoyle & Dent, 2017). As such, recent literature suggests that a relational dynamic systems (RDS) approach can help elucidate the dynamic, context-dependent patterns by which SDL skills unfold (Hoyle & Dent, 2017). According to RDS theories, development occurs within multi-level, interacting, relational systems; therefore, the bi-directional relationship between the person and their environment should be the unit of analysis (Lerner et al., 2011). This study aimed to provide a systematic investigation of the development of SDL skills, accounting for important contextual and developmental influences as well as individual pathways. Adolescence appears to be an optimal time for students to gain SDL skills (Brown, 1978; Brown et al., 1983); hence, this study focused on that developmental period. Also, because the Montessori educational approach is conducive to SDL skill development (Lillard, 2017; Rathunde, 2009, 2014), it was used as the school backdrop for this study. Furthermore, during data collection, a global pandemic caused by COVID-19 impacted school environments and was also included as a developmental context in this study. Specifically, this study utilized a longitudinal convergent mixed methods design to (1) identify patterns of SDL skill development across adolescence, (2) illustrate the reasons for those changes, and (3) illuminate the indirect effect of COVID-19 on students’ SDL. Emergent themes from student interviews conducted over four years augmented growth curve analysis results from an accelerated longitudinal design utilizing student surveys to address the research questions. Descriptive, correlational, multi-level model (MLM), and repeated-measures ANOVA analyses of student survey responses across four years (4 waves) of data collection with students grades 7 through 12 (n = 284) were applied to address the quantitative research questions. Emergent themes, derived through thematic analysis of 29 interviews, or 11 cases of students with a range of SDL skills (average, above average, and below average), addressed the qualitative research questions. Finally, quantitative results and qualitative findings were combined and compared to investigate convergence, divergence, and expansion areas that addressed integrative research questions. Findings shed important light on the development of adolescent students’ SDL skills across adolescence. Quantitative results and qualitative analyses were combined to address the research question: Do adolescent students’ SDL skills increase, decrease, or remain stable throughout middle school and high school? Findings resulted in areas of convergence and divergence across methods. Despite some diverging quantitative results, namely a non-significant growth model, other quantitative results, a non-significant no-growth model and descriptive plots, converged with qualitative findings from student interviews to suggest that within and between students, SDL skill development can include a combination of growth, decline, or stability over time. Findings from this study also suggest that each SDL skill can develop on its own timetable. Also, findings suggest a developmental pattern whereby SDL skills vary more in middle school than in high school. These findings have begun to disentangle contradictory results of earlier SDL research (e.g., Heater, 2005; Pajares & Valiante, 2002; Reio & Ward, 2005). From a practice perspective, the findings imply that it may benefit students to have tailored interventions that meet them where they are developmentally, considering each SDL skill individually and all together. The second integrative research question that was addressed in this study was: What roles do factors like grade level and the Montessori learning environment play in SDL development? Quantitative results and qualitative findings converged to suggest that students' SDL skills develop, at least in part, as a factor of the length of time a student has been immersed in the Montessori program. The findings also show that a student’s maturation may play a role in SDL skill development, especially when environmental contexts are supportive. In addition, qualitative interviews with students identified features of the Montessori program, such as open work time, scaffolded opportunities to be self-directed, autonomy support, and supportive teachers that aided students in their SDL development, which also aligns with the literature (Zumbrunn et al., 2011). This finding strengthens prior research, which found cursory evidence for how Montessori schools support the development of SDL skills (Ervin et al., 2010). In addition, quantitative results and qualitative findings diverged for the third overarching research question: Have changes in the learning environment associated with COVID-19 shaped the development of students’ SDL skills? If so, how? Although the quantitative results from this study failed to detect any indirect effects of the impact of COVID-19 on students’ SDL, qualitative findings found that changes in their learning environment as a result of COVID-19 impacted students’ SDL both negatively and positively. Research has also found that the global pandemic drastically impacted the school environment, so it is most likely that the quantitative measure failed to detect an effect (Huck & Zhang, 2021; Tarkar, 2020). Furthermore, in the interviews, most students reported a combination of negative experiences (e.g., more distractions at home, lowered motivation, fewer social interactions, higher stress, and missing in-school learning) as well as positive experiences (e.g., increased time management, access to resources, multi-tasking, organization, ability to shut out distractions, and time to sleep) that impacted their SDL abilities. Qualitative findings from this study extend prior research by providing student accounts of their experiences, including silver linings (Wilson et al., 2020). Despite its limitations, this study revealed important exploratory findings about how students’ SDL skills can develop across adolescence. Areas of convergence across qualitative and quantitative methodologies underscore the reliability of the study findings. There were also unique quantitative and qualitative findings that extend prior research and provide important implications for future research and practice.

Language: English

Published: Claremont, California, 2023

Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the acquisition of sight words. The study took place in a public charter Montessori school located in the Midwest. The classroom had 25 students ranging from first through third grade. Researchers assessed the daily sight word practice of 8 first graders. The researchers also administered two surveys which were given to the students and families. Each student was assessed using flashcards on the first day of each week and they were then given a list of those five words each week. They were also assessed on the last day of the week using the same flashcards from the first assessment. After six weeks of new words assessed, the students were then measured on 14 of the sight words within sentences. Overall, there was a positive learning experience for all six weeks. The parent survey focused on their knowledge of sight words and how they work on reading and sight words at home. The study shows daily practice of sight words does in fact help with the acquisition. Many parents know what sight words are but would like to learn new strategies about how to teach sight words to their child. The effects of daily practice helps strengthen the students reading skills and help create fluency.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: Making math instruction accessible to students can be a challenge, particularly when students have limited English proficiency. This paper explores how teachers can best suit the needs of their non-native English speakers when teaching math. Teacher affect, visuals and translanguaging are used in this study in an attempt to boost student confidence and academic progress. These strategies result in an increase in student confidence and engagement, as measured by a math attitude survey as well as observation data. Centered around a Montessori classroom, this paper shows how aspects of the Montessori philosophy cater to English learners and suggests additional supports that may be beneficial.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: The limitations of deaf children in communicating in social life can be developed through therapeutic communication carried out by therapists through AVT therapy. The purpose of this study is to describe the communication model used by deaf children at Aluna School in the school environment. The research method uses a qualitative approach with a case study method conducted in the Aluna School environment. Data collection techniques with observations, interviews and documentation. The results of this study showed that deaf children use communication patterns, namely wheel patterns, therapists as the center of attention. Deaf children in improving literacy need stimulation and the Monteasori method can be used in stimulating by converting activities carried out by deaf children into simple words, sentences and paragraphs. Therapeutic communication is carried out by therapists through AVT therapy and Montessori methods in stimulating the five senses of deaf children. Deaf children in adapting to their school environment can use total communication models, namely verbal and nonverbal in interacting with their environment, both friends, teachers, therapists and parents.

Language: English

DOI: 10.55677/ijssers/V03I8Y2023-28