Abstract/Notes: Happiness should be a fundamental aim of education. This philosophical assertion raises the practical question of how teachers generate happiness in their classroom programs while operating under the current paradigm of educational accountability. The purpose of this qualitative study was to examine the perspectives of early primary teachers, students, and parents on what makes a happy classroom. Data were collected through interviews of 12 teachers from public, independent, Waldorf, Froebel, and Montessori schools; over 72 hours of observation in eight early primary classrooms; interviews with 23 students (ages 3 to 8), drawing and photography with 64 students (ages 3 to 8); 66 parent surveys, and eight teacher exit interviews. Four cycles of analysis, including descriptive and conceptual approaches, resulted in the identification of five core conditions of happy classrooms: (a) relational pedagogy, (b) embodied learning, (c) pedagogical thoughtfulness (d) an ethos of happiness, and (e) an ethos of possibility. These five conditions were supported by 17 facets, which describe practical and conceptual ways to support pedagogical thinking and decision-making about children’s happiness in the complex worlds of busy classrooms. Five of the facets are spotlighted: (a) kids need to play, (b) stepping in stepping out, (c) sounds shape feelings and experience, (d) rhythms and routines, and (e) romancing children into delight. In addition, student and parent participants identified that play, positive friendships, time outdoors, experiences involving the arts, and experiences of positive feelings make children happy at school and when they are learning. The discussion centers on the role of teachers in establishing the tone of happy classrooms, considers the notion of strong pedagogy, discusses the generation of happiness in early primary classrooms in the form of lessons to be learned from different pedagogical traditions, and argues that, above all, children’s interests, needs, and development should be a teacher’s first point of consideration for all decisions about instruction and learning in the classroom. The discussion concludes with implications for teaching professionals and offers suggestions for future research.

Language: English

Published: Ottawa, Canada, 2013

Abstract/Notes: This action research project aimed to examine the effects introducing picture-based work plans would have on independence in a Primary Montessori classroom. The intervention took place over seven weeks and involved a middle-class suburban classroom with 25 children ages three to six-years old. Data was collected through the use of tally sheets which recorded the number of times children asked for suggestions; tables which recorded the number of children engaged in meaningful work; an observation log for observations taken globally; and a field journal which recorded the researcher’s thoughts, questions, and other observations at the time. The data showed a decrease in overall productivity in the classroom, with less children engaging in meaningful work overall. There was also a decrease in children asking for suggestions. Research should continue to examine if using work plans with older children would be beneficial.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This paper is aimed to present the analysis of the current situation of the studies on the Montessori Method in primary schools. This study adopted a meta-synthesis design to interpret and evaluate the qualitative findings of the studies and to point out their similarities and differences to make further interpretations. Data collection started on August 1, 2020 was completed May 30, 2021. The sample consisted of 16 studies.The data were analyzed using inductive content analysis. The studies were summarized under the headings of subject matter, design, data collection tools, objective/significance, results and recommendations. As for subject matters, the studies did an in-depth analysis of the Montessori Method, examined school atmosphere, provided detailed information on learning environments, and compared the Montessori Method to other models. The studies employed data triangulation to ensure credibility and consistency. The samples of the studies consisted of first-grade students, teachers, and documents. The studies did not address the Montessori Method in different branches. The Montessori Method has something in common with other methods, which is “World Citizenship.” The Montessori Method is based on individual assessment. The findings were discussed throughly literature and various suggestions were made. / Bu araştırmada ilkokulda Montessori modelini inceleyen çalışmaların mevcut durumunun analizinin ortaya konulması amaçlanmıştır. Araştırmada çalışmaların nitel bulgularının yorumlanması, değerlendirilmesi, benzer, farklı yönlerinin ortaya koyulup yeni çıkarımların yapılmasını amaçlayan meta-sentez yöntemi kullanılmıştır. Verilerin toplanmasına 1 Ağustos 2020 tarihinde başlanmış, 30 Mayıs 2021'de veri toplama süreci tamamlanmıştır. 16 çalışma veri analiz sürecine dahil edilmiştir. Veri çözümlemesi için tümevarımsal içerik analiz yöntemi belirlenmiş, çalışmalar konu alanları, yöntem, veri analizi, elde edilen sonuçlar ve elde edilen sonuçlara yönelik öneriler başlıkları altında özetlenmiştir. Araştırmanın sonucunda ilkokulda yapılan Montessori temelli çalışmaların konu alanlarında Montessori modelinin derinleştirilmesi, okul atmosferinin incelenmesi, öğrenme ortamının detaylandırılması ve diğer alanlarla kıyaslandığı görülmüştür. Çalışmalarda inanırlık ve tutarlılığın yüksek tutulması için veri üçlemesine önem verildiği, çalışma gruplarının ise ilkokul 1. sınıf öğrencileri, öğretmenleri ve dokümanın olduğu saptanmıştır. Araştırmada Montessori modelinin diğer alternatif yöntemlerle ortak yanının “Dünya Vatandaşlığı” kavramı olması, bireysel değerlendirmelere önem verişiyle ön planda olduğu görülmüştür. Elde edilen bulgular literatür ışığında tartışılmış ve çeşitli önerilerde bulunulmuştur.

Language: Turkish

DOI: 10.17152/gefad.976284

ISSN: 1301-9058

Abstract/Notes: To enable teachers to become "transformative intellectuals" (Huckle, 1996), a critical form of educational inquiry that enables them to investigate their practice, is required (Robottom, 1987). Such an approach was used in developing assessment resources and materials "with" teachers, not "for" teachers. The important thing is to help teachers help themselves by sharing with them ways of developing the tools and skills of assessment. This paper describes how I engaged teachers in a process of mobilising "assessment capital" through a participatory action research approach. This was used for the development of assessment resources and materials, in order to foster improved student engagement and learning. A case study of one school is presented in this paper. This school had multiage classes. The case study highlights the potential role of teachers as transformative intellectuals in schools. (Contains 1 table and 1 figure.)

Language: English

ISSN: 0313-7155

Abstract/Notes: This school has been made to answer the specific demands of a non-traditional teaching system, as far as was possible within the framework of the rather strict building regulations for primary schools in this country. Each classroom is considered and equipped as a complete unit, a house in itself. The houses open onto a central space, "the street"; here all activities take place between students of many ages, interrupting the unity of the classroom-groups, which are merely children of similar age. The working method in a Montessori school is not dominated as in traditional teaching methods by a fixed and static relationship between teacher and children, but exploits the infinite variety of relationships of child to child, child to work and child to teacher. Everybody makes his own choice of what kind of work he is going to do. As a result, the system is characterised by many different activities occurring simultaneously.

Language: English

DOI: 10.17763/haer.39.4.a0m374522202766g

ISSN: 0017-8055, 1943-5045

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1470-8647

Language: English

ISSN: 0065-9444

Language: English

ISSN: 0010-700X