Abstract/Notes: The purpose of this action research project was to study the effects of goal-setting and self-reflection on the intrinsic motivation and on task behavior of students in an upper level (ages 9-12) public Montessori classroom. The project used multiple data sources to better understand the impact of goal-setting and self-reflection on student academic achievement, prosocial behavior, and emotional wellbeing. Teacher-made rating scales and self-reflection prompts were used to determine student outlook on completion of their goals while semi-structured student interviews, given at the beginning, middle, and end of the project, gave insight into student perceptions of goal-setting benefits. After analyzing the results of the data, it was found that weekly short term and long range goal-setting can have a positive impact on student achievement, prosocial behavior, and emotional wellbeing.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The purpose of this action research was to study the effects of goal-setting as a strategy on student motivation and academic achievement in a fourth-grade classroom. The study was performed at a rural public elementary school in South Carolina, consisting of eighteen students in a general education classroom. This study used a preassessment/post-assessment set-up in order to collect data for math achievement and reading comprehension. An attitude survey was used to collect data on student’s motivation towards academic work. The data shows that the goal-setting strategy had a positive effect on math achievement and motivation towards academic work and may have an effect on reading comprehension.

Language: English

Published: St. Paul, Minnesota, 2019

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

Abstract/Notes: With introduction by M.E. Stephenson

Language: English

ISSN: 0519-0959

Abstract/Notes: Lecture given at the University of Johannesburg, South Africa

Language: English

ISSN: 0519-0959

Abstract/Notes: This report discusses the implementation of a unit-based instructional method at three child care centers. Two of the centers were Montessori schools and one was a traditional school. The centers were operated by a single corporate owner. A questionnaire completed by the 14 staff members of the 3 centers indicated that there was little year-long planning, scheduling, or use of learning units in the centers. A series of workshops held for staff addressed the issues of the creation of a year-long lesson plan, the use of goals and concepts in teaching, and teacher training. Objectives accomplished by these workshops included: (1) monthly unit studies were created to cover a school year; (2) a list of concepts to be taught each week was created; (3) daily lesson plans were developed; and (4) teachers were trained to use the lesson plans to become more goal oriented in their daily routines. An extensive discussion of existing early childhood education programs and models is presented. A reference list of 21 items is provided. Appendixes include copies of staff questionnaires; lists of unit themes and concepts; forms for recording student progress; and forms for recording weekly and monthly lesson plans.

Language: English

Published: Fort Lauderdale, Florida, 1991

Language: English

Abstract/Notes: Talk given at 1985 Summer Institute, San Francisco

Language: English

ISSN: 0519-0959

Language: English

Language: English