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Article
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Master's Thesis (Action Research Report)
Goal Setting and Student Conferencing Action Research Study
Available from: St. Catherine University
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Language: English
Published: St. Paul, Minnesota, 2022
Article
Are Montessori Kindergartens Really Suitable for Chinese Students?
Available from: International Journal of Social Science and Education Research
Publication: International Journal of Social Science and Education Research, vol. 6, no. 1
Date: 2023
Pages: 133-137
Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Abstract/Notes: Since its inception, the Montessori method has been highly regarded as an advanced, scientific and sound method of preschool education in Europe and the U.S. At the beginning of the 21st century, a wave of "Montessori" boom also emerged in China, with a large number of Montessori kindergartens springing up. As a young child born in the new century, I was also sent to a Montessori kindergarten by my parents. Although Montessori kindergartens are guided by excellent educational ideas, is the range of practices carried out in the kindergartens really suitable for the Chinese context and for Chinese children? This is a highly controversial issue and has been debated by scholars for a long time. In this article, however, the author incorporates the perspective of those who have experienced it, and reviews the operational model of Montessori kindergartens in China at the beginning of the 21st century, in order to provide some insights into the healthy development of kindergartens in the new era.
Language: English
DOI: 10.6918/IJOSSER.202301_6(1).0018
ISSN: 2637-6067
Article
Expanding Montessori Education - Children's House of Montessori School in New Orleans to include students through the fourth grade
Publication: New Orleans Magazine, vol. 20
Date: 1986
Pages: 24
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Language: English
ISSN: 0894-4555
Master's Thesis (M. Ed.)
Sight Word Practice in a Lower Elementary Classroom:The Impact of Daily Sight Word Practice on Student’s Acquisition
Available from: MINDS@UW River Falls
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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
Document
Impact of School Pedagogy on the Spatiotemporal Brain Network Dynamics of Student
Available from: Research Square
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Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
Language: English
Published: Sep 21, 2023
Article
School Calms Chaos Through Montessori Education: Gather Forest School in Decatur Is Part of a Growing Number of Montessori-Inspired Schools Targeting Black Students.
Available from: ProQuest
Publication: The Atlanta Journal - Constitution (Atlanta, Georgia)
Date: Jul 26, 2022
Pages: C1
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Language: English
ISSN: 1539-7459
Article
Students Thrive Amidst Comfort Dogs
Available from: ISSUU
Publication: Tomorrow's Child, vol. 28, no. 2
Date: Sep 2022
Pages: 10-11
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Language: English
ISSN: 1071-6246
Doctoral Dissertation (Ph.D.)
A Comparison of Student Motivation Between Two Ukulele Curricula in a Multi-Age Classroom
Available from: Liberty University Institutional Repository
Montessori schools, Music - Instruction and study, Music and children, Music education
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Abstract/Notes: Motivation is a topic of high interest to music educators as they attempt to understand what makes their students want to continue learning. The use of the ukulele in the music classroom has grown over the last ten years due to its versatility. Despite its popularity and music educators’ support for its use, very little research exists on students’ motivation while playing it in a general music classroom setting. Therefore, the purpose of this current study is to compare the motivation levels of two groups of multi-age fourth through sixth-grade students learning the ukulele via different curricula in the music classroom. A quantitative MANOVA design method compared the motivation levels of students experiencing two different ukulele curricula. The study collected quantitative data from (N = 175) fourth through sixth-grade students at Maria Montessori School in Rockford, IL through an adapted twenty-two-item Intrinsic Motivation Inventory (IMI). The results indicated that there was a significant difference in motivation between students who experienced the Quaver Music curriculum and students who experienced the Music Will curriculum. The largest contributor to the difference is the Pressure-Tension subcategory, which leads one to conclude that students who experience lower levels of Pressure-Tension experience higher levels of overall motivation. Activities that promote lower levels of Pressure-Tension should be utilized in the classroom.
Language: English
Published: Lynchburg, Virginia, 2024
Article
Traveling Abroad with Students
Available from: ISSUU
Publication: Montessori Leadership
Date: Jun 2011
Pages: 4-7
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Language: English