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277 results

Article

Community News Column

Publication: AMI/USA News, vol. 10, no. 3

Pages: 2

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Language: English

Article

East Dallas Community School

Publication: AMI/USA News, vol. 13, no. 1

Pages: 3

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Language: English

Article

Tuakana Teina: Bicultural Development in Our Infant Community

Publication: Infants and Toddlers, vol. 12, no. 1

Pages: 14–17

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Language: English

Article

Montessori Schools and COMSOC (The Ministry of Community and Social Services in Ontario)

Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 1, no. 1

Pages: 2

Americas, Canada, North America

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Language: English

Conference Paper

Montessori Erdkinder: The Social Evolution of the Little Community

Available from: Cite Seer X - Penn State University

Champion the Cause of All Children

Erdkinder

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Language: English

Published: Sydney, Australia: Association Montessori Internationale, 2005

Doctoral Dissertation

Valuing Complexity in Education-Community Partnerships: SROI as Measurement Framework for Learning Ecosystems

Available from: OhioLINK ETD Center

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Abstract/Notes: In Appalachian Ohio, a grassroots group of citizens across industry sectors have convened to use community assets to create solutions impacting multiple parts of the community system, thus attempting to solve complex rural problems in innovative ways. One intermediary organization, Building Bridges to Careers (BB2C), has implemented community and career connected learning programs as a way to solve problems threatening rural community viability through engaging multiple community stakeholders including the community’s youth. Using an exploratory mixed-methods approach, this study investigated the contributions of stakeholders and the impact to community systems of one community and career connected learning program: high school internships. This study conceptualizes the place-based, cross-sector, bidirectional interactions facilitated by community and career connected learning as a learning ecosystem. Further, this study uses Social Return on Investment (SROI) to quantify impact within the learning ecosystem to communicate and maximize change. This study found for every $1 invested in high school internships, between $13.07–$15.37 of value to social and economic systems is created. The ability to explore career fields through experience in order to eliminate career paths not of interest to them and then to be able to clearly define next steps in career paths that were of interest to them were outcomes valued most by students as stakeholders. Host site stakeholders reported the most valuable impacts to economic and social systems were, respectively, development of a workforce with basic skills and the personal satisfaction of being able to watch a young person in their community grow and develop through the internship period and beyond. For community supporting stakeholders, the most valuable impacts were the increased connection between schools and businesses in the community as well as the potential to reduce outmigration. Repeatedly, participants drew attention to long- term impacts of their contributions to the learning ecosystem as “an investment in the future” of the community, a perspective which matches this study’s SROI measurement framework.

Language: English

Published: Athens, Ohio, 2022

Master's Thesis (Action Research Report)

Music, Community, and Cooperation in a Lower Elementary Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

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Abstract/Notes: The following research assesses how daily singing and music in an elementary classroom impacted the sense of community, care of materials and cooperation during clean up time. This study involved daily singing of a set of songs with lyrical themes of cooperation and unity, and then playing of recorded versions of the same songs during clean up time. The eight-week study involved 16 participants between the ages of 6 and 9 at a private school in Minnesota. Each individual completed a pre and post-survey. During clean up time, observations of helpful behaviors were recorded, and any relevant quotations noted. Results of the surveys showed an increase in student enjoyment of group singing, and in the understanding of the terms “cooperation” and “community.” There was also an increase in observed helpful behaviors throughout the intervention, particularly in material care. Results show that daily group singing has a positive affect on building community, and increases cooperation levels while caring for materials. Further research may include using group singing to teach other topics such as environmental care, racial equality or academic subject matter.

Language: English

Published: St. Paul, Minnesota, 2016

Master's Thesis (Action Research Report)

Building a Cohesive Classroom: The Effects of Music on Cooperation and Community in a Public, Lower Elementary, Montessori Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education, Music - Instruction and study, Public Montessori

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Abstract/Notes: The following research assesses how the daily integration of singing and listening to music helps to construct a socially cohesive, cooperative and joyful classroom during clean up time. This study combined group singing opportunities, a music listening station and music played during clean up time. The songs used for this study included lyrical themes of cooperation, happiness, overcoming obstacles and/or friendship. The thirty-day study involved twenty-one participants between the ages of six and nine at a public, Montessori school in Missouri. Each individual completed a pre- and post-survey, as well as a survey each time they used the music listening station. During clean up time, observations were taken daily to record instances of helpful behaviors and joy amongst the participants. Results of the surveys showed that the intervention was successful at increasing positive experiences during clean up time and including a Music Listening Station as an available work choice. The intervention was not successful in creating positive experiences when singing together as a group. Further research may include the use of other mediums to promote community and collaboration like the fine arts, sports or other group oriented activities.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

Effects of Mentorship on Empathy Development and Civility in an Upper School Community

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project investigated the effects of mentorship on empathy development and civility in an upper school classroom. The environment was a Montessori upper school with 21 children ages 6 through 13. It is a newer classroom; however, there is a level of incivility and indifference in their social behaviors. Data was collected using an interactions matrix, pre and post surveys, classroom behavior tally, and the Developmental Environmental Rating Scale before and after the intervention. Results showed civility and joy greatly increased over time. Individuals’ understanding of empathy showed a positive change. Overall, the classroom became more civil and showed a better awareness of appropriate social behaviors. The action plan proposed creating a study focusing more intently on mentorship implementation using prepared activities for the mentors to share. Also suggested is conducting a study of relationship building within a classroom instead of across classrooms.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

The Effects of Community Building Music on Transition Time in an Early Childhood Montessori Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research study was to determine how community building music would affect the transition time in a primary Montessori classroom. The researchers were two female preschool teachers in public Montessori schools. The participants, aged three to six years old, were involved in a daily clean-up time, which took place before the study began. The teachers added a music intervention for four weeks to see if the dynamics of clean-up time would change. The teachers documented the research study using qualitative and quantitative data tools. The data tools included student surveys, teacher journals, a timer log, and a classroom tracker sheet. The intervention findings showed an overall decrease in the amount of time students took to clean up and an increase in happiness and community involvement in the classroom. Future researchers should consider the pre and post student survey be completed on an individual basis. Additionally, increase the length of baseline data collection and intervention.

Language: English

Published: St. Paul, Minnesota, 2020

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