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Article
Setting Goals
Publication: Point of Interest, vol. 1, no. 1
Date: Sep 1981
Pages: 1–2
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Language: English
Article
The Montessori System Compared to the Goals Set Out by Philosopher Comenius
Publication: The National Montessori Reporter
Date: 1988
Pages: 10–11
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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
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
Date: 2013
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Set Goals
Available from: Digital Library of the Caribbean
Publication: Barbados Advocate (Bridgetown, Barbados)
Date: Jul 6, 2018
Pages: 5
Americas, Barbados, Caribbean, Latin America and the Caribbean
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Abstract/Notes: Discusses St. Luke's Academy (a Montessori school).
Language: English
Article
How Well Do Classroom Practices Reflect Teacher Goals?
Publication: American Montessori Society Bulletin, vol. 14, no. 4
Date: 1976
Pages: 1-18
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Language: English
ISSN: 0277-9064
Master's Thesis
Student Conferencing, Goals, and Perceptions of Success
Available from: MINDS@UW River Falls
Academic achievement, Americas, Goal setting, Montessori method of education, North America, Public Montessori, United States of America, Upper elementary
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Abstract/Notes: The purpose of this phenomenological qualitative research project was to study how individual student conferencing could impact student’s perceptions of individualized goal attainment. The study took place in a public Montessori elementary school in a suburban Midwestern city. In total, twenty students in grades four through six participated in the study; students ranged in age from nine to twelve years old. Over the course of the study, data was collected through two surveys and individual student conferences in which students were asked to set academic as well as work habit goals. These goals were intended to be worked on throughout a twelve day work cycle, until the students’ next individual conference with the teacher. Both quantitative and qualitative data were collected through the pre and post study surveys as well as the individual student conferences. The results of this data show that a majority of students in the study report that individual student conferences help them achieve their goals. This study also examined another question regarding how these conferences can inform teaching practices as the teacher gains knowledge and insight throughout the process of surveying and conferencing with students.
Language: English
Published: River Falls, Wisconsin, 2022
Master's Thesis
La Teoría de Orientación a la Meta y su Relación con la Motivación en los Talleres de Elemental del Proyecto de Escuelas Públicas Montessori en Puerto Rico / Goal Orientation Theory and Its Relationship with Motivation in the Elementary Classrooms of the Montessori Public Schools Project in Puerto Rico
Available from: ProQuest Dissertations and Theses
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Abstract/Notes: Goal Orientation Theory focuses on the types of goals that individuals pursue, and analyzes the influence of school structures on student motivation and learning. This research used the explanatory sequential design of mixed methods to identify the elements and teaching strategies present in the Upper Elementary classrooms of the Puerto Rico Montessori Public Schools Project used by their teachers that explain the perception of their students as environments that promote mastery goal orientation. In the quantitative phase, a questionnaire was administered to students of nine classrooms to identify their personal goal orientation and their perception of the goal structure of their learning environments. In the second phase of the study, the analysis of the quantitative data collected in the first phase of the study was used to identify three classrooms with varying degrees of mastery goal orientation structure. Through a qualitative approach, the elements and teaching strategies that promote a structure related to the mastery goal, as perceived by their students, were identified through individual interviews with their teachers. The findings point to the Upper Elementary classrooms as environments oriented mainly to the mastery goal and identify and describe strategies and elements in them that promote and reinforce this orientation in their students. Alternate abstract: La Teoría de orientación a la meta se enfoca en los tipos de meta que los individuos persiguen, y analiza la influencia de las estructuras escolares en la motivación y aprendizaje estudiantil. Esta investigación utilizó el diseño secuencial explicativo de métodos mixtos para identificar los elementos y las estrategias de enseñanza presentes en los ambientes de Taller II (9–12 años) del Proyecto de Escuelas Públicas Montessori de Puerto Rico utilizadas por sus guías que explican la percepción de sus estudiantes como ambientes que promueven la orientación a la meta de aprendizaje (mastery goal orientation). En la fase cuantitativa se administró un cuestionario a estudiantes de Taller II para identificar su orientación de meta personal y su percepción sobre la estructura de metas de sus ambientes. En la segunda fase del estudio se utilizó el análisis de los datos recopilados en la primera fase del estudio para identificar tres ambientes con distintos grados de orientación a la meta de aprendizaje. A través de un acercamiento cualitativo se identificó, mediante entrevistas individuales a sus guías o maestras, los elementos y las estrategias de enseñanza que promueven una estructura relacionada a la meta de aprendizaje. Los hallazgos señalan a los Talleres II como ambientes de aprendizaje orientados mayormente a la meta de dominio, e identifica y describe estrategias y elementos en ellos que promueven y refuerzan esta orientación en sus estudiantes.
Language: Spanish
Published: Rio Piedras, Puerto Rico, 2022
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
Master's Thesis (Action Research Report)
The Effect of Goal Setting and Student Self-Reflection on Motivation and On Task Behavior in the Upper Elementary Public Montessori Environment
Available from: St. Catherine University
Action research, Americas, Goal (Psychology), Goal setting, North America, Public Montessori, United States of America, Upper elementary
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Abstract/Notes: The purpose of this action research project was to study the effects of goal-setting and self-reflection on the intrinsic motivation and on task behavior of students in an upper level (ages 9-12) public Montessori classroom. The project used multiple data sources to better understand the impact of goal-setting and self-reflection on student academic achievement, prosocial behavior, and emotional wellbeing. Teacher-made rating scales and self-reflection prompts were used to determine student outlook on completion of their goals while semi-structured student interviews, given at the beginning, middle, and end of the project, gave insight into student perceptions of goal-setting benefits. After analyzing the results of the data, it was found that weekly short term and long range goal-setting can have a positive impact on student achievement, prosocial behavior, and emotional wellbeing.
Language: English
Published: St. Paul, Minnesota, 2018