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148 results

Article

Cooperative Projects: Goals for a Montessori Child Entering the Six to Nine Class

Publication: Montessori Elementary Newsletter, vol. 5, no. 1

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Language: English

Article

Response to Goals for a Montessori Child Entering the Six to Nine Class

Publication: Montessori Elementary Newsletter, vol. 5, no. 2

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Language: English

Article

New Christchurch Primary Opens, with High School Goal for 2004

Publication: Montessori NewZ, vol. 27

Pages: 12

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Language: English

Article

Setting Goals

Publication: Point of Interest, vol. 1, no. 1

Pages: 1–2

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Language: English

Master's Thesis

Do Goal Setting and Student-Directed Learning Lead to Gains in Self-Motiviation and Academic Performance?

Available from: MINDS@UW River Falls

Academic achievement, Autonomy in children, Goal (Psychology), Goal setting, Montessori method of education

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Abstract/Notes: Self-directed learning (SDL) has been gaining popularity in recent years, particularly with adult learners. However, research has indicated that it can be an effective means to educate younger students within a variety of disciplines. The purpose of this study is to identify the impact of student-directed learning through goal setting on academic performance and self-determination in lower elementary students. The researcher hypothesized that allowing students to self-direct their learning through goal setting would result in higher self-determination and improved academic performance. Researchers measured the progress of 15 students towards self-selected goals and compared their results to self-determination scores before and after the intervention. 77% of participants showed quantitatively measurable improvement of academic performance in their selected goal. 100% of participants showed qualitatively measurable improvements of academic performance in their selected goal. There was no evidence found to support that self-directed learning leads to higher self-determination, nor was their evidence found to support that self-determination leads to improved academic performance. This study provides evidence that student-directed learning implemented with student-selected goals in multiple academic areas leads to higher academic performance related to self-selected goals.

Language: English

Published: River Falls, Wisconsin, 2021

Article

Working Toward Our Goals of Excellence

Publication: Montessori Life, vol. 3, no. 2

Pages: 4

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Language: English

ISSN: 1054-0040

Article

Socratic Practice: Intellectual Engagement as the Goal of Classroom Conversation

Publication: NAMTA Journal, vol. 21, no. 3

Pages: 140-151

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Discusses the use of self-directed learning within the framework of shared inquiry. Compares this concept of authentic engagement--whereby students are held responsible for group problem solving and working together to discuss ideas related to difficult texts--to Maria Montessori's focus on independent learning within a prepared environment. (MDM)

Language: English

ISSN: 1522-9734

Article

Toward the Ultimate Goal of Peace: How a Montessori Education at the High School Level Supports Moral Development Through Study and Social Life

Publication: AMI Journal (2013-), vol. 2013, no. 1-2

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Language: English

ISSN: 2215-1249, 2772-7319

Article

How Well Do Classroom Practices Reflect Teacher Goals?

Publication: American Montessori Society Bulletin, vol. 14, no. 4

Pages: 1-18

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Language: English

ISSN: 0277-9064

Master's Thesis (Action Research Report)

Goal Setting and Choice on Student Motivation

Available from: St. Catherine University

Action research, Americas, Goal (Psychology), Goal setting, Motivation (Psychology), North America, United States of America

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Abstract/Notes: The purpose of this research is to determine what effect weekly conferences and goal setting opportunities have on the motivation of kindergarten children, in a multi-age (3-6 year-old) Montessori early childhood classroom in the Midwest. The goal was for children to become selfmotivated to choose and practice independent work that is developmentally appropriate. Data was collected before, during, and after the project using an observational checklist to determine the effectiveness of implementing goal setting and conferences with students. The research showed that writing goals in a journal was helpful for the majority of students. The students involved in the study came into the classroom ready to choose the lessons that were written in their journal. Also witnessed was an increase in positive talk and encouragement throughout the classroom. The students were reassuring each other and checked on one another to see how close they were to meeting their goals. Future research could be done to determine if goal setting could be carried over into the home and further research into intrinsic motivation of children would be helpful.

Language: English

Published: St. Paul, Minnesota, 2017

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