Language: English

Language: English

Abstract/Notes: The purpose of this study was to add to the existing knowledge concerning interactions in preprimary settings, especially Montessori settings, based on gender. It investigated the play behaviors of boys and girls within the Montessori classroom and interactions among children and their playmates and adults during free play. This case study was based on quantitative and descriptive data. Time sampling was used to collect data on the interactions of boys and girls within the Montessori free play context. Note was made of the areas in which children played, the materials they used, and their play behaviors. Running records were used to gather information on the interactions between children and their playmates, and adults in the classroom. The gender groupings of children approached for play and behaviors with chosen playmates were noted. The number of interactions with adults, whether children or adults initiated those interactions and the behaviors of children during interactions with adults were recorded and analyzed. Findings of this study suggest that, within the Montessori classroom observed there were both similarities and differences in the free play behaviors of preprimary girls and boys. However, there were many individual differences among boys and among girls. As a result, it was sometimes impossible to make generalizations concerning the gender typing of behaviors.

Language: English

Published: Flagstaff, Arizona, 1999

Abstract/Notes: The following research assesses how reading and discussing stories that counter gender stereotypes can increase cooperation and decrease conflict between primary- and elementary-aged students of different genders, as well as to expand students’ conceptions of self and others beyond traditional gender expectations. The six-week study involved 50 participants total, 21 between the ages of 3 and 6 and 29 between the ages of 6 and 9 at two separate Montessori public charter schools in Minnesota. Each participant completed an activity pre- and post-intervention concerning the feminine and masculine traits that they would choose to describe themselves and those that could describe someone they’d want to be friends with. 10-minute observations were taken daily to record instances of cooperation and conflict between children of different genders. Pertinent quotes were recorded during observation periods and in discussions about the counter-stereotypical stories. Results showed an increase in the number of friendships between genders, and a greater number of traits chosen to describe selves and potential friends at the elementary school level. Further research in the area is needed to discover the long-term effects of counter-stereotypical literature, the importance of adults examining their own gender biases, and interventions beyond literature to counter patriarchal norms in classrooms.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This action research report investigated whether all boy collaboration groups improve the writing skills and attitudes in primary aged boys. The study included an all male writing group, a mixed gender writing group, and an all female writing group in a small, rural Montessori Academy in a classroom with 21 students ranging in Grades 1 through 3. Students were instructed on how to collaborate and work appropriately with one another before beginning writing in their groups assigned by gender for six weeks. While students worked in their groups the researcher observed behaviors, scored entries, conferenced with students, and administered surveys regarding writing pre and post intervention. Students, male and female, had an overall positive attitude towards writing before intervention and maintained their positive attitudes post intervention. Results showed that the mixed gender group demonstrated the highest improvements in writing skills, but participated in the lowest amount of collaboration. The results of the study suggested that collaboration could have been an effective tool for males, but not a consistent method for other students. Based on the results of the study, it is suggested that all students participate in mixed gender groups.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This multimethod study involved quantitative procedures to measure to what extent a tactual/kinesthetic art approach using clay would help low achieving or developmentally delayed kindergarten students learn the alphabet (a pre-reading skill). Data collected at each session ranged from twenty to twenty-five meetings per child over a period of ten weeks occurred within a single subject, multiple baseline design. Qualitative data collection and analysis revealed differences in participants' reactions to, preferences for, and processes with clay such as expressing their lives, dreams, stories, beliefs, and fears. Analysis of social interactions, student self-initiated practices, and variations of the interventions (i.e., clay play personifying letters, ABC book, songs, associations, images on cards, and artworks) suggested that gender differences occurred more strongly when clothing differentiated gender, and in the types of stories told, but not in the clay processes initiated. I began the study with 18 participants, selected by their teachers, using the criterion that the student could not identify more than 17 alphabet letters. The findings are based on the 10 remaining students who were not able to name more than 17 letters after five baseline sessions. The baseline sessions consisted of recording students' recognition of lower-case alphabet letters. If a child did not recognize a letter, I implemented the tactual/kinesthetic clay instruction, a multiple intelligences pedagogical approach influenced by Montessori methods. The intervention of forming with clay was implemented at staggered times across groups of letters (three letters at a time) for each participant. The participant's recognition of the distinctive features of a letter demonstrated progress in learning a new letter. An intervention of a tactual/kinesthetic art approach using clay did improve all of the participant's abilities to recognize, learn, and remember letters. The findings support the theory that kinesthetic/tactile perception is a primary channel for early learning. In spite of the apparent importance of kinesthetic methods, multisensory learning, and manipulative materials, few programs that incorporate kinesthetic/tactile pedagogy. Interdisciplinary arts-based teaching addresses the multiple intelligences of individual children and their different learning styles.

Language: English

Published: Lubbock, Texas, 2002

Abstract/Notes: The presented study deals with the issue of comparing achievement in didactic tests in mathematics between boys and girls in the context of preferred teaching management strategies. The research sample consisted of a total of 1133 respondents (Montessori - 73; Hejný - 332, ordinary primary school - 510; Dalton - 218). It turns out that statistically significant differences between boys and girls are only in an ordinary primary school and at a one percent level of significance (p < .01; d = .297). Examining the differences across these areas, especially for boys and girls, shows that both boys (p = .030) and girls (p = .053) may differ in achievement depending on the type of school they attend. / This work was presented at the PBE 2021 Conference.

Language: English

ISSN: 2695-0626

Language: English

ISSN: 1054-0040

Abstract/Notes: [...]children transitioning into their correct gender identity often choose new names that are reflective of their preferred identity or names that are genderneutral. Many states do not offer legal protections like California's AB 1266, which assures transgender students full access to participate and achieve success in school, including using the restroom of their gender identity, "regardless of their status in official school records or their sex assigned at birth" (Anonymous, 2014). Most gender-nonconforming and transgender individuals are extremely concerned about their privacy, and, to date, there have been no documented situations in which transgender individuals have taken advantage of or have acted inappropriately in the restroom (Percelay, 2015). [...]many transgender youth are so uncomfortable using the restroom that they withhold the urge during the school day, and, as a result, develop urinary tract and/ or kidney infections (Brill & Pepper, 2008). National Center for Transgender Equality and National Gay and Lesbian Task Force.

Language: English

ISSN: 1054-0040

Language: English

DOI: 10.1080/00309230802218207

ISSN: 0030-9230, 1477-674X