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1222 results

Master's Thesis (Action Research Report)

Witnessing the Unlimited Potential of Children Being Peaceful: Impact of Proactive Restorative Circle Practice on Early Childhood Students in a Montessori Setting

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research was to study the effects that daily proactive restorative circle practice (PRCP) had on speaking skills, listening, and positive classroom culture amongst Montessori Children's House students. The research took place over a four week period of time in a two way immersion Children's House in a Montessori public charter school in the Midwest. The population included 8 students ages 4-5.5 years. Students participated in a daily proactive restorative circle each afternoon. The researcher also observed students during lunch to collect data on any influence the PRCP had outside of circle time. Data was collected through field notes, tallies, and a sense of community scale. The intervention suggested an increase in speaking skills and maintaining positive classroom culture. Students also demonstrated an increased sense of responsibility and accountability to the implementation of PRCP. Continued research is needed to determine the effectiveness of PRCP with more participants as well as how the effects of the PRCP transfer over to the general classroom experience.

Language: English

Published: St. Paul, Minnesota, 2020

Doctoral Dissertation

Ways in Which Teachers Structure Reading Instruction for Bilingual Students with Disabilities

Available from: University of Wisconsin - Milwaukee

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Language: English

Published: Milwaukee, Wisconsin, 2015

Doctoral Dissertation (Ph.D.)

An Exploration of the Experience of Teachers in Facilitating Meta-Learning Among Students in Christian Montessori Schools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: This basic qualitative research records the author’s findings from the one-on-one in-depth personal interviews with twenty-three teachers, trainers, and administrators working for the Christian Montessori schools. The purpose of the study was to explore the experiences of the teachers in facilitating meta-learning, the how-to-learn and the why-to-learn, among students in the Christian Montessori schools. The findings are as follows: First, both the Montessorian training and the Christian spiritual preparation of the teachers in the Christian Montessori schools enables them to effectively facilitate both the how-to-learn and the why-to-learn meta-learning, which endorses their claim that they are the true heir of the original Montessori method; second, the teachers’ most meaningful way of facilitating meta-learning is students’ receiving spontaneous training through the teachers’ respectful scaffolding; third, the Christian Montessori school model is an integrated and viable system for educational reform pursuing both the how-to-learn and the why-to-learn at the same time.

Language: English

Published: Deerfield, Illinois, 2020

Article

✓ Peer Reviewed

School Gardening in Early Childhood Education in Oman: A Pilot Project with Grade 2 Students

Available from: International Council of Associations for Science Education (ICASE)

Publication: Science Education International, vol. 30, no. 1

Pages: 45-55

School gardens

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Abstract/Notes: While school gardens are familiar in many Western contexts and research has reported significant pedagogical and affective benefits of these resources, there is limited reporting of their use in non-Western contexts. A pilot school gardening project involving a quasi-experimental mixed method design was undertaken in the Sultanate of Oman with several Grade 2 and Grade 7 classes to determine if this resource might provide benefits in this particular context. This paper reports on the findings for the Grade 2 cohort. While these findings were somewhat mixed and need to be treated tentatively given that the study was a pilot, they did suggest that school gardens in Oman could provide affective and possibly health benefits for students. The potential health benefits could be particularly significant because the Omani population is beginning to exhibit a rapid increase in “lifestyle diseasesâ€, most notably diabetes and cardiovascular illnesses. These illnesses appear to be linked to poor dietary habits and a more sedentary lifestyle among the younger generation.

Language: English

ISSN: 2077-2327

Doctoral Dissertation (Ed.D.)

Effectiveness of Preschool in Preparing Students for Kindergarten: A Comparison of Early Childhood Curriculum Models

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.

Language: English

Published: Minneapolis, Minnesota, 2012

Doctoral Dissertation (Ph.D.)

Literacy Outcomes of Montessori-Trained Students Under Alternative Instructional Conditions

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The purpose of the study was to investigate differences in literacy outcomes of Montessori-trained students under alternative instructional conditions in first grade. As a method of instruction, Montessori has not been adequately researched in the area of literacy to verify its efficacy in educating students. Previous studies compared Montessori students to non-Montessori students; therefore, the findings were open to the criticism that private school students enjoyed an a priori advantage over their public school counterparts. In this study, all participants had Montessori preschool experience. Roughly half the subjects chose public school and half chose to continue at Montessori for first grade. Sociofunctional linguistics, educational psychology, and Montessori's writing on education provided theoretical underpinnings for the study. A mixed research design was employed. Qualitative observations were conducted over a period of a calendar year. Quantitative measures were taken in a pretest/posttest format on five different literacy measures. Qualitative results show the core theme of the classroom was child-centeredness. This assertion was supported by five separate categories that emerged from observation. Quantitative results indicate that Montessori-trained students in alternative instructional conditions fared better on literacy measures than their counterparts who remained at Montessori for first grade. These results, along with methodological innovations for using literate register cohesion and genre analysis in literacy research, contribute to the educational research base in literacy studies.

Language: English

Published: West Lafayette, Indiana, 2005

Doctoral Dissertation

Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies

Available from: ProQuest - Dissertations and Theses

Children with disabilities, Inclusive education, People with disabilities

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Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Doctoral Dissertation (Ed.D.)

The Power of Play: A Case Study on How Play-Based Learning Can Affect the Oral Language and the Social and Emotional Development of Students in the Kindergarten Classroom

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.

Language: English

Published: Springfield, Missouri, 2022

Article

Rational Thinking on Using Montessori Teaching Method to Teach Mental Retarded Students Mathematics

Publication: Xiandai teshu jiaoyu / 现代特殊教育 [A Journal of Modern Special Education], vol. 2016, no. 19

Pages: 63-66

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Abstract/Notes: 由于教学对象的特殊性,培智数学教学存在难以找到合适的教材、难以统一进度、教学时间被割裂等难题.而蒙台梭利教学法有丰富的教具,教具蕴含丰富的学科知识,教具的可操作性强和学生控制教学进度等特点解决了培智数学教学中的难题,值得在培智数学教学中应用.但在实际的教学过程中也需要对蒙氏教学法进行一定的调整,以便发挥更好的效果.

Language: Chinese

ISSN: 1004-8014

Article

"By Your Students, You'll Be Taught"

Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 2

Pages: 11–12

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Abstract/Notes: Class meetings, community building

Language: English

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