Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.

Language: English

Published: Columbus, Ohio, 1981

Abstract/Notes: In this article, we discuss new and effective ways of teaching that can improve students’ results. These plans usually aim to get students interested and involved. Students who are actively involved in their studies are less likely to miss class and more likely to do well in school.

Language: English

Abstract/Notes: Dr. Frederic Burk, superintendent of the State Normal School, yesterday afternoon explained the Montessori system of instruction to the members of the Parents Teacher Club. A class new is being taught in the primary department of the school, according to the Montessori methods with great...

Language: English

Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

Language: English

DOI: 10.31014/aior.1993.04.03.335

ISSN: 2621-5799, 2657-215X

Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: English

ISSN: 2067-7839, 2247-9376, 2068-780X

Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: Romanian

ISSN: 2067-7839, 2247-9376, 2068-780X

Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio). Dated January 22, 1961.

Language: English

Language: English

Published: Indianapolis, Indiana: Bobbs-Merrill Company, 1916

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Abstract/Notes: The No Child Left Behind Act of 2001 (NCLB) requires schools to be held accountable for academic performance. It is believed the pressure of accountability will lead teachers to narrow the curriculum by engaging students in test preparation activities. The purpose of this two-phase, explanatory mixed methods study was to examine elementary teachers’ perceptions of the impact of the Stanford Achievement Test 10 (SAT-10) and the Alabama Reading and Math Test (ARMT) on classroom teaching practices from a sample of third-grade, fourth-grade, and fifth-grade teachers in three large school systems in Alabama. The purpose of the first, quantitative phase of the study, was to reveal teachers’ perceptions of the impact of high-stakes testing on curriculum and instructional approaches, the amount of time spent on critical thinking skills, the amount of time spent on test preparation activities, and the perceived impact of state tests on students and teachers by surveying 123 third-grade through fifth-grade teachers in three large Alabama school systems. In the second, qualitative phase of this study, purposeful sampling strategy and maximal variation sampling strategy were employed to interview nine teachers who responded to the survey in the first, quantitative phase of the study to explore the results from the statistical tests in more depth. Findings suggested urban teachers spent more time on critical-thinking skills than rural and suburban teachers, and low-socioeconomic, rural teachers experienced more stress caused by high-stakes testing than their geographical counterparts. All teachers independent of socioeconomic status or school geographical location reported they increased their focus on reading and math, which were the subjects assessed on high-stakes tests and de-emphasized subjects not tested such as social studies and science. Finally, most teachers reported they decreased the teaching of critical thinking skills due to the SAT-10 but increased the teaching of critical thinking skills due to the ARMT. Due to the lack of research regarding high-stakes testing in Alabama elementary schools, there was a need for teachers to discuss the specific impact of testing on classroom teaching practices because they work directly with students and are cognizant of the challenges that teachers face.

Language: English

Published: Birmingham, Alabama, 2010