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Article
Hiring the Right Person: Application Forms: New Use for an Old Tool
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 1, no. 3
Date: Spring 1996
Pages: 7
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Language: English
Article
Record Keeping [with form]
Publication: AMI Elementary Alumni Association Newsletter, vol. 10, no. 3
Date: Apr 1983
Pages: insert
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Language: English
Article
La formazione dell'uomo nella ricostruzione mondiale
Publication: Armonie
Date: 1952
Pages: 147-149
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Language: Italian
ISSN: 0518-715X
Article
Teacher Evaluation Form
Publication: AMI Elementary Alumni Association Newsletter, vol. 10, no. 1
Date: Oct 1982
Pages: insert
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Language: English
Master's Thesis (Action Research Report)
The Effects of Student Constructed Formative Assessment in the Elementary Classroom
Available from: St. Catherine University
Action research, Montessori method of education, Upper elementary
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Abstract/Notes: This action research project studied how student-created formative assessments in mathematics would affect student confidence and perceived math ability. Students participated in a four-week study. The researcher conducted this study in September and October of 2021. The seven participating students were from an Upper Elementary classroom in a private Southern California Montessori school. The intervention consisted of a student-constructed survey taken weekly and a group analysis of the anonymized data collected from the said survey. Additional data sources included parent surveys, end-of-intervention student surveys, and classwork observational tally sheets. This study found that students gained further awareness of their work choices by completing the student-constructed formative assessments and reviewing the data. In the future, educators could conduct further research regarding the impact of using student-created formative assessment long-term and with a wider variety of subjects
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
The Impacts of a Revised Handwriting Curriculum on Independent Letter Formation and Motivation in a Montessori 3-6 Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research project was to observe the impacts of a revised handwriting curriculum on motivation for handwriting and independent letter formation in a Montessori 3-6 classroom. Participants in the four-week study included eight students aged 3.6 to 5.9 in a private Montessori school located in a small New England college town. The revised curriculum utilized Orton-Gillingham sequencing, plus new handwriting materials and opportunities. Data sources included a daily tally sheet to track handwriting work, daily writing samples, student interviews, and lesson plan/reflection sheets. Data showed that the average daily participation rate for all optional handwriting work was 80% and that age impacted work choice. Handwriting samples showed improvement in independent letter formation. Further research could study the impact of the new letter presentation sequence on the areas of reading and spelling; and explore the use of cursive handwriting materials with this age group.
Language: English
Published: St. Paul, Minnesota, 2020
Doctoral Dissertation
An Evaluation of Magnet School Programs-Parent Choice, Teacher Choice, and Pupil Choice: Implications of One Model for Curriculum Reform
Available from: University of Illinois - IDEALS
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Abstract/Notes: It is quite clear that there is considerable disagreement as to the ways children learn and the ways teachers should teach. There is very little conclusive data comparing the major efforts in this field particularly with respect to any one factor being the sole contributor to the superiority of any one effort. The recent literature on learning and teaching almost invariably returns to some form of curriculum reform. However, there is widespread agreement that teachers teach more effectively and children learn more efficiently if they are in environments conducive to their preferred styles. Magnet Schools are vehicles that require different arrangements for teaching and learning. This study explores the attitudes of teachers, parents, and students in such an environment. Additionally, it examines the academic performance of students when parents or the students themselves select their learning environment and teaching method. The data will permit comparisons among the various groups of Magnet and non-Magnet parents, teachers, and students. The primary method for data collection is academic testing and structural surveys of the populations relative to Magnet and non-Magnet participants. The data will also indicate how individuals view programs and curriculum when they are involved in them. Because the population surveyed and tested involved a cross-section of academic abilities, the data will be especially useful to local school district officials interested in providing for individual differences in teaching and learning. The control model of Magnet School programs provides an ongoing testing ground for fine-tuning educational theories which may be essential for productive learning in the broader system as well.
Language: English
Published: Urbana-Champaign, Illinois, 1984
Doctoral Dissertation
Formative Evaluation of a Bilingual Montessori Preschool Program
Available from: ProQuest - Dissertations and Theses
Assessment, Bilingual education, Bilingualism, Early childhood care and education, Early childhood education, Montessori method of education - Evaluation
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Abstract/Notes: This study describes and evalutes the first year of a bilingual Montessori early childhood program implemented at two sites in central Texas. In-depth descriptions are provided of two program components--oral language development and classroom management. Hypotheses related to changes in students' language proficiency and classroom behavior were tested, using the James Language Dominance Test to measure comprehension and production of Spanish and English, and the Coping Analysis Schedule for Educational Settings to assess changes in students' behavior. The description of the oral language development component of the program includes instructional activities for vocabulary enrichment, isolating the sounds of language, and clarifying the functions of words. Adaptations of the Montessori method for implementation in a bilingual setting are presented, along with the discussion of two unexpected findings--the inhibition of the use of Spanish by many Mexican American children, and the association of one language or the other with a particular set of materials. The description of the classroom management component of the program includes the preparation of the environment, observation and record-keeping practices, the basic techniques for presenting materials, and "grace and courtesy lessons." Maria Montessori's views on the nature of education, the role of the teacher, and the concept of discipline and behavior change are discussed and compared to more modern theorists. The results of the formative evaluation reveal that children made significant improvements in English and Spanish comprehension and production. Behavior changes observed included positive shifts in percentage of time spent in self-directed activity, in paying attention to the task at hand, and in positive social interaction. The results of the study are basically descriptive, since only the children in this program were tested and observed. The results indicate that the program goals for the first year were met, and point to a number of possible changes for program improvement, including the use of more Spanish, the recruitment of more Spanish-dominant students, the development of separate sets of materials for Spanish and English instruction, and the sharing by teachers of their particular classroom management strategies.
Language: English
Published: Austin, Texas, 1980
Article
Scholarship Committee Formed
Publication: AMI Elementary Alumni Association Newsletter, vol. 25, no. 3
Date: 1993
Pages: 2
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Language: English
Article
Editorial - Converging Passages: Social Reform, Peace, and Montessori Education for Life
Publication: AMI Journal (2013-), vol. 2013, no. 1-2
Date: 2013
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Language: English
ISSN: 2215-1249, 2772-7319