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Master's Thesis (Action Research Report)
The Effects of Record-Keeping on Teacher Self-Efficacy and Student Self-Regulation in the Primary Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This paper examines the effects of teacher use of an online record-keeping system on teacher self-efficacy and student self-regulation behavior. Four teachers and thirty-four students between the ages of three and six years old participated in this seven-week study in one of the few Montessori schools in a Latin American capital city. Pre- and post-study data collection methods included a teacher self-efficacy questionnaire and small group discussion, as well as use of the Head-to-Toe Test, a means of measuring children’s self-regulation behavior. For seven weeks, teachers used the program Transparent Classroom to record lessons, inform their lesson presentations, and track overall student progress. Through weekly classroom observations, child behaviors hindering and encouraging normalization were tracked with a tally sheet. Data showed increases in both teacher self-efficacy and student self-regulation, especially in children with the lowest pre-study scores, who saw dramatic gains. These results show the use of a record-keeping system may be a means of increasing achievement and satisfaction in both students and teachers.
Language: English
Published: St. Paul, Minnesota, 2018
Article
Self-Government in Schools; The Education of the WIll (A Montessorian's Conception of Self-Government)
Available from: HathiTrust
Publication: New Era, vol. 2, no. 6
Date: Apr 1921
Pages: 176-178
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Language: English
ISSN: 0028-5048
Doctoral Dissertation
A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior
Available from: ProQuest - Dissertations and Theses
Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes
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Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.
Language: English
Published: San Juan, Puerto Rico, 2002
Book
Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children
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Language: English
Published: London, England: Constable, 1917
Book
Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children
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Language: English
Published: New York, New York: Henry Holt and Company, 1929
Book
Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children
Available from: Internet Archive
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Language: English
Published: Indianapolis, Indiana: Bobbs-Merrill Company, 1916
Article
A Vision Created: The Determination and Hard Work It Took to Make It Happen [Canadian Montessori Academy, Ottawa]
Publication: Montessori Leadership, vol. 1, no. 2
Date: 1999
Pages: 20–22
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Language: English
Article
Determination Sees Classes Finally Open [Montessori at Tawa School, Wellington]
Publication: Montessori NewZ, vol. 36
Date: Dec 2004
Pages: 16
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Language: English
Article
Moment of Peril: Self-Control [question]
Available from: Internet Archive
Publication: Montessori Observer, vol. 31, no. 1
Date: Mar 2010
Pages: 3
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Language: English
ISSN: 0889-5643
Article
Help Me Do It Myself: Applying Montessori in Your Home
Publication: Tomorrow's Child, vol. 13, no. 2
Date: 2004
Pages: 19
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Language: English
ISSN: 1071-6246