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Master's Thesis (Action Research Report)
Effects of Grading on Student Learning and Alternative Assessment Strategies
Available from: St. Catherine University
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Abstract/Notes: The purpose of this study was to investigate what effect an alternative assessment strategy would have on students’ engagement, motivation, and overall learning in an urban, private Montessori middle school program located in the Midwest. Two teachers and 13 students participated in two phases (one social studies and one science unit) over the course of six weeks. Teacher-assigned grades on class and homework were removed and replaced with student-determined final grades based on self-assessment using collaboratively created rubrics and individual portfolios. Students kept daily learning logs and completed a pre- and post-unit survey designed to measure their level of engagement, motivation, and learning preferences. The researcher kept daily observational notes as well as tallies of behavioral markers for engagement and disengagement. Students were also invited to give open-ended feedback about their experience at the end of the intervention. The results showed that while the alternative assessment model did not have a direct impact on students’ daily engagement or intrinsic motivation, it did increase students’ understanding of how their work correlated to a final grade in the unit, and it created opportunities for students to make connections to their learning and thus more actively plan their future work. Additionally, a direct correlation appeared between the level of student activity and student engagement in classes, indicating the importance of reducing passivity as much as possible in the daily learning process.
Language: English
Published: St. Paul, Minnesota, 2017
Master's Thesis (Action Research Report)
The Effects of Creating Self-Assessed Work Portfolios on Student Learning Engagement in an Upper Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: The purpose of the research was to find whether the creation of self-assessed student work portfolios would be effective in engaging students in learning opportunities and lead to self-regulated behaviors. The research project was conducted in an upper elementary classroom. The class consists of twenty-three grade four to grade six Montessori students in a private school. Ten students have had a Montessori education starting in preschool, eight students started in grade three, two were held back a year, two students started in grade four, and two students started in grade six. Fifty-two percent of the class has a form of learning difference; prominently dyslexia. Three students are on the Autism spectrum. The sources of data used in this research included observation forms, self-assessment forms, journal prompts, teacher reflection journal, and student-teacher interviews. The results indicated an increase in engagement in learning and self-regulated behaviors. This was equally evident in the students with different learning needs. Implications are that empowering students with self-assessment and choices of work improves work habits and leads to better quality of learning outcomes and engagement. Students improved the most when they combined their self-assessment with peer feedback and were given direct responsibility for the creation of their own portfolio.
Language: English
Published: St. Paul, Minnesota, 2014
Article
Learning Montessori Style
Publication: Equity and Choice, vol. 4, no. 1
Date: 1987
Pages: 53-57
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Language: English
ISSN: 0882-3863
Article
Children's Learning Village Montessori Child Care Center: Innovative Approach to Child Care Centers
Publication: Hocak Worak, vol. 25, no. 24
Date: Dec 30, 2011
Pages: 4
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, North America, United States of America
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Language: English
Article
Independent Learning in Montessori Elementary Classrooms
Publication: Montessori Life, vol. 2, no. 2
Date: 1990
Pages: 30, 32
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Language: English
ISSN: 1054-0040
Article
Using Cutting-Edge Distance Learning Technology to Enhance and Strengthen the Effectiveness of Conventional Montessori Teacher Education
Publication: Montessori Leadership, vol. 8, no. 2
Date: Jan 2007
Pages: 12–14, 31
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Language: English
Article
The Built Environment's Effect on Learning: Applying Current Research
Publication: Montessori Life, vol. 14, no. 1
Date: 2002
Pages: 53–56
Architecture, Design, Learning environments
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Language: English
ISSN: 1054-0040
Article
Growing, Learning, and Connecting
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 23
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Abstract/Notes: Together, we provide beautiful and safe learning environments for our faculty so they can honor the work of each child.Over the last 30 years, my experiences as head of school, board member, parent, regional association leader, mentor, and ambassador have given me a unique understanding of the joys and challenges of leading Montessori schools.Through the Heads Section and AMS list servers, we offer online networking, as well as breakfasts and workshops at the AMS Annual Conference.
Language: English
ISSN: 1054-0040
Article
In Search of Self-Directed Learning
Publication: Montessori Life, vol. 4, no. 3
Date: 1992
Pages: 15–16
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Language: English
ISSN: 1054-0040
Article
Learning Through Nature: A Real-Life Testimonial
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 3
Date: Fall 2013
Pages: 26-31
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Abstract/Notes: Montessori educators believe that there are a number of important factors that are necessary for a child to successfully attain adulthood. They include family, a stable home, good adult mentors, and a strong system of education that includes fostering of independence, autonomy of the individual, and joyful learning opportunities with a system environment. Geoffrey Bishop mentions one additional element that he believes to be of equal importance in a child's life, and that is unstructured and unrestricted outdoor and nature play. Bishop points toward Richard Louv's book "Last Child in the Woods" (2008), and how it speaks of the "Nature Deficit Disorder" he sees in many of today's children. Bishop writes here that he sees this nature deficit as well in his own role as the head of a Montessori school set on 400 acres. As the head of an Outdoor Environmental Education program, he draws on lessons learned from his own childhood, and describes how he aims to correct this deficit for the children in his program.
Language: English
ISSN: 1054-0040