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Article
Question and Answer: Observation in the Elementary Classroom
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 2
Date: 2008
Pages: 59–63
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Abstract/Notes: An article filled with suggestions on how to develop observation habits in the elementary classroom.
Language: English
ISSN: 0519-0959
Article
Student Chefs: An "I Can Do It" Plan for Elementary
Publication: Montessori Life, vol. 4, no. 3
Date: 1992
Pages: 35
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Language: English
ISSN: 1054-0040
Article
Rethinking the Elementary Mind: Do Children Between Ages 6 and 12 Need More Structure than Montessorians Have Assumed?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 4
Date: Summer 1995
Pages: 1
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Language: English
ISSN: 1071-6246
Article
A Stamp Game Extension for the Upper Elementary
Publication: Montessori Life, vol. 4, no. 3
Date: 1992
Pages: 13
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Language: English
ISSN: 1054-0040
Article
Denver Program Reaches Out to Its Neighborhood [Mitchell Elementary School]
Publication: Public School Montessorian, vol. 1, no. 2
Date: Winter 1989
Pages: 18
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Language: English
ISSN: 1071-6246
Article
2 Elementary Videos Will Spark Discussion [AMS, NAMTA]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 1
Date: Fall 1996
Pages: 19
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Language: English
ISSN: 1071-6246
Article
Two 1996 Conferences Will Target Elementary Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 1
Date: Fall 1995
Pages: 30
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Abstract/Notes: Sponsored by Center for Public Montessori Programs, Montessori Education Institute of the Pacific Northwest
Language: English
ISSN: 1071-6246
Article
Retreat Will Reconsider Elementary Curriculum [AMS]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 2
Date: Winter 1995
Pages: 30
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Language: English
ISSN: 1071-6246
Article
On the Responsibility of Elementary Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 4
Date: Summer 1995
Pages: 2
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Language: English
ISSN: 1071-6246
Master's Thesis (Action Research Report)
The Effects of Goal Setting on Student Work Completion in a Lower Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Americas, Goal setting, Lower elementary, Montessori method of education, North America, Public Montessori, United States of America
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Abstract/Notes: This investigation explored if and how direct instruction on goal-setting and working toward a goal over a four-week period impacted the number of activities students independently completed in class. The amount of math and language work completed and the way the participants felt about their ability to manage their time and goals were measured and evaluated. The study took place at a diverse elementary school in the Midwest. The classroom involved is the only Montessori lower elementary classroom in the district. The 26 students were ages 6-9 at the time of the study. Students were taught how to set a goal and work toward that goal. They also planned for challenges and how to overcome those challenges. Students checked in with their teacher and peers daily to reflect and report how focused they were in regards to achieving the goal they set. Students were observed, data was collected about the type and amount of work completed, students were rated by a peer accountability partner daily, and students completed a pre and post-self-assessment about setting goals and how competent they felt in doing so. The results of the study showed that while the amount of work did not increase, students reported feeling more confident in their ability to set goals and use strategies to stay on task and on-task behavior increased. Direct instruction in goal setting enabled students to feel more confident in selecting a goal and working toward it. They gained tools for staying focused during work times. They were able to use these tools to be on task more frequently than before the intervention. Teachers may want to choose to include direct goal setting in their practice. Further studies may want to track data for a longer period of time to see if work output also would increase.
Language: English
Published: St. Paul, Minnesota, 2020