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Master's Thesis (Action Research Report)
The Impact on School Progress of Building a Child's Self-efficacy at Home
Available from: St. Catherine University
Action research, Montessori schools, Prepared environment
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Abstract/Notes: This study was conducted to better understand the impact on school progress of building a child's self-efficacy at home. During a parent-teacher conference, the teacher highlighted that my daughter lacks self-confidence in her ability to solve problems independently and avoids challenging tasks, which negatively affects her school progress. My daughter is a second-grader and the only participant in this study. The 5-week intervention focused on building my daughter's self-efficacy at home through reading inspiring books and practicing mindfulness activities. Quantitative data analysis showed a 16% increase in academic growth and a 10% increase in social growth and completed a full set of ten goals almost daily. Qualitative data analysis revealed increased self-confidence, improved problem-solving, and self-regulation. Findings suggest more intervention time to conduct the study with different statements that complement the environment and child's needs and a broader range of participants for more generalizability.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Efficacy of Community Building in Adult Online Learning Environments
Available from: St. Catherine University
Action research, Montessori method of education - Study and teaching, Montessori method of education - Teacher training
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Abstract/Notes: This qualitative research study was conducted during synchronous class sessions with adult learners enrolled in an online Montessori teacher education program. The aim was to determine which techniques were being used to facilitate adult learning in an online learning environment. The research collected data through data tools designed to record the observed behaviors of participants engaged in online synchronous class sessions. The data revealed the use of learning techniques beneficial to developing self-confidence, community building, and knowledge acquisition by utilizing qualitative and quantitative research methods. This study can serve as a framework for future research projects focusing on adult learning methods and techniques that will positively impact adult learners’ experience in online learning environments. This study provided evidence that supports techniques that focus on supporting and encouraging adult learners to build self-confidence while cultivating a supportive community of learners. Overall, having synchronous class sessions appear to be beneficial to the building of community, self-confidence of the adult learners, and worthwhile use of time to evaluate the effectiveness of learning in online environments. Synchronous class sessions, accompanied by asynchronous activities of adult learners, are a very effective way of educating future teachers in the Montessori method.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher
Available from: St. Catherine University
Action research, Critical race theory, Montessori method of education - Teachers, Teachers
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Abstract/Notes: This action research project investigated how anti-critical race theory (CRT) legislation in public education has impacted the perceived self-efficacy and emotions of one Montessori educator. This 4- week self-study consisted of daily assigned reading, weekly media, and a weekly conversation to aid in multicultural critical reflective practice (MCRP). Data was measured using a pre-and post- self assessment on Qualtrics, a daily mood app, and daily critical journal reflections. The pre-and post assessment demonstrated an increase in self-efficacy to speak with confidence about the origins of CRT in education research. Daily critical journal reflections displayed an increase in the ability to critically reflect on the educator’s own positionality, suggesting that daily critical engagement with material aimed at increasing awareness of racial inequities in education builds confidence and empathy in educators. Further research should include small groups of teachers utilizing this intervention for professional development, longer or shorter daily intervention, a biometric measurement in place of the daily mood measurement, and follow-up assessments over a longer study period to determine the lasting effects of the intervention. This research has impacted my future in education both personally and professionally, with confidence in my critical thinking skills and greater awareness of how my positionality interacts with structural inequities within education as my greatest perceived benefits.
Language: English
Published: St. Paul, Minnesota, 2022
Article
Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 51, no. 3
Date: 2014
Pages: 567-603
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Abstract/Notes: This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized ...
Language: English
ISSN: 0002-8312, 1935-1011
Article
Self-Efficacy Perceptions of Teachers on Using the Montessori Method in Special Education in North Cyprus
Available from: World Center of Innovation Research and Publication
Publication: Cypriot Journal of Educational Sciences, vol. 14, no. 4
Date: 2019
Pages: 652-660
Asia, Cyprus, Efficacy, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, Special education, Western Asia
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Abstract/Notes: The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.
Language: English
ISSN: 1305-905X
Article
Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading
Available from: Universitas Islam Negeri Sunan Ampel Surabaya Digital Library
Publication: IJET (Indonesian Journal of English Teaching), vol. 8, no. 2
Date: 2019
Pages: 26-37
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Perceptions, Southeast Asia
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Abstract/Notes: Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.
Language: English
DOI: 10.15642/ijet2.2019.8.2.26-37
ISSN: 2548-6497
Article
Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies
Available from: Multidisciplinary Digital Publishing Institute (MDPI)
Publication: Sustainability, vol. 12, no. 23
Date: 2020
Pages: Article 10215
Comparative education, Czech Republic, Czechia, Eastern Europe, Europe, Mathematics education, Montessori method of education - Evaluation, Montessori schools
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Abstract/Notes: In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.
Language: English
DOI: 10.3390/su122310215
ISSN: 2071-1050
Article
Efficacy of Montessori Education in Attention Gathering Skill of Children
Available from: Academic Journals
Publication: Educational Research and Reviews, vol. 10, no. 6
Date: 2015
Pages: 733-738
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Abstract/Notes: The aim of this study is to evaluate the efficacy of Montessori education which is offered to upskill the attention gathering skill of children with attention-deficit/hyperactivity disorder. In total fifteen preschooler participants, six girls and nine boys who are diagnosed with ADHD (7 of the children with ADHD, 8 with only AD), joined to this research. This is a research designed with pre-post test design study with a control group of experimental design. In this research with the aim of improving the attention gathering level; eye-hand coordination, development of tactile, visual and auditory senses and for improving their acquired distinctiveness “tactile boards, sound boxes, binomial cubes and color tablets” are used from Montessori materials. FTFK Attention test is applied to children before and after the intervention. After the training, when scores are compared, the significant improvement is seen in their post test scores.
Language: English
DOI: 10.5897/ERR2015.2080
ISSN: 1990-3839
Article
From Efficacy to Effectiveness to Diffusion: Making the Transitions in Dementia Intervention Research
Available from: Taylor and Francis Online
Publication: Neuropsychological Rehabilitation, vol. 11, no. 3/4
Date: Jul 2001
Pages: 495-517
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: Translating research outcomes into clinical application in neuropsychological rehabilitation is seen as requiring two critical transitions. The first is a transition in research outcome emphasis from efficacy (demonstrating that an intervention works under controlled conditions) to effectiveness (demonstrating that an intervention works as implemented in real-world contexts). The second is a transition in which effective interventions are required to be diffused within caregiving systems to enable them to be implemented on a large scale. Examples of these transitions are provided within the context of designing interventions for persons with dementia.
Language: English
DOI: 10.1080/09602010042000079
ISSN: 0960-2011