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Master's Thesis (Action Research Report)
Self-Efficacy: A First-Generation American Educator Teaching in a Culturally Diverse Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research project investigated my teacher efficacy in a multicultural classroom with children ages 3 to 6. This was a self-study that I started during my first year of teaching in a private school in downtown Chicago. As a first generation American, I was the only participant. Throughout the four-week study, I responded to journal prompts where I reflected on daily readings of anti-bias literature and my past schooling experiences. I measured my teacher efficacy and confidence levels through weekly attitude scales and pre and post self-assessments. My emotions were tracked with tally sheets. The data showed an increase in positive emotions vs. negative emotions, higher confidence levels in teaching, and growth in confronting bias and engaging in discussions about anti-bias education. This study recommends further engagement in anti-bias media and taking the time to reflect before making decisions in my work as a teacher.
Language: English
Published: St. Paul, Minnesota, 2020
Article
Nursery Schools and Cultural Environment
Publication: Catholic School Journal, vol. 50
Date: Oct 1952
Pages: 52A
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Language: English
Article
A Montessori Multicultural Environment with Southeast Asian Refugee Children
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1987, no. 4
Date: 1987
Pages: 3-10
Asia, Displaced communities, Refugees, Southeast Asia
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Language: English
ISSN: 0519-0959
Doctoral Dissertation (Ph.D.)
Examining Elementary Students' Development of Intercultural Competence through Self-Regulatory Prompts
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of the present quasi-experimental mixed-methods study was to examine the effects of an Intercultural Competence Intervention with Self-Regulatory Prompts (ICI-SRP) on elementary students’ development of intercultural knowledge, skills, and attitudes, and their self-efficacy beliefs in self-regulating their intercultural learning, and to investigate the ways in which self-regulatory prompts (SRP) influence elementary students’ activation of self-regulatory strategies in intercultural learning. Twenty (N=20) Montessori elementary students from two Montessori schools participated in four sessions of an intercultural exercise, in which only the experimental group were given SRP. It was hypothesized that the experimental group’s use of SRP would further enhance the participants’ development of intercultural knowledge, skills, and attitudes and their self-efficacy beliefs in self-regulating their intercultural learning. Quantitative data collected from the ICI-SRP survey was analyzed by conducting a univariate analysis of covariance (ANCOVA) for each of its four subscales and was used to examine the effects of SRP on the students’ development of intercultural competence (IC) and self-efficacy beliefs in self-regulating intercultural learning. Qualitative data collected from focus groups was analyzed using the constant comparative method to shed light on the ways in which SRP influence the students’ activation of self-regulatory strategies in intercultural learning. Results from the ANCOVA did not support the hypothesis, as they showed non-statistically significant differences between the development of intercultural knowledge, skills, and attitudes, and the self-efficacy beliefs in self-regulating intercultural learning in both groups. Results from the ANCOVA showed numerical increases in intercultural knowledge, skills, and attitudes in both groups, and numerical decreases in the self-efficacy beliefs in self-regulating intercultural learning in both groups. Findings from the analysis of the focus group data were mostly aligned with the data from the ANCOVA. Data from the focus groups shed light on different types of IC knowledge, skills, and attitudes, and different types of planning and monitoring applied by participants of both groups. The overall findings of the present study suggest that it is likely for elementary aged students to develop IC through intercultural exercises, and that SRP may support that development under certain conditions. The findings of the study may contribute to the development of elementary students’ intercultural learning methods and tools.
Language: English
Published: Fairfax, Virginia, 2022
Article
Cultural Diversity: The Arts Help Raise Awareness about Working Children
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2005, no. 1
Date: 2005
Pages: 25–27
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Language: English
ISSN: 0519-0959
Article
UNESCO: Promoting a Prepared Environment for Cultural Diversity and an Indirect Preparation for Peace
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2005, no. 4
Date: 2005
Pages: 35–36
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Language: English
ISSN: 0519-0959
Article
On the Subject of Subjects Part 1: 'Cultural Subjects' in the Children's House
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2001, no. 4
Date: 2001
Pages: 27–32
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Language: English
ISSN: 0519-0959
Article
On the Subject of Subjects Part I: "Cultural Subjects" in the Children's House
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2010, no. 2
Date: 2010
Pages: 78-83
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Language: English
ISSN: 1877-539X
Article
Reflections on the OMA Winter Workshop: The Multicultural Segment
Publication: Forza Vitale!, vol. 23, no. 3
Date: 2004
Pages: 5–6
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Language: English
Article
Native American Cultural Studies
Publication: Forza Vitale!, vol. 17, no. 1
Date: 1997
Pages: 12–14
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Language: English