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Master's Thesis (Action Research Report)
The Effect of Teacher Interactions on Classroom Management in a Montessori Environment
Available from: St. Catherine University
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Abstract/Notes: The investigation was intended to find the effect of teacher interactions on classroom control and management in a Montessori environment. The research was conducted in three Montessori classrooms of early childhood: two primary and one toddler, in a private school. The participants were the lead teachers of each classroom and selected parents who have had two or more children in different classrooms. The data collection instruments used were observations and interviews with teachers, surveys with parents, analyzing student records and student work samples. The data showed that positive teacher interactions and positive usage of language had a great impact on classroom management and negative interactions and poor communications had a negative effect on classroom management. Further, the teachers had better control and management of the classroom if they had more knowledge of Montessori principles and adhered to those guidelines. The result of the research indicates that teachers who had more training, experience and knowledge may have better classroom management and also the capability to work within Montessori guidelines and principles.
Language: English
Published: St. Paul, Minnesota, 2014
Master's Thesis (Action Research Report)
Peer Teaching and Social Interaction
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to determine the affect of peer teaching on the social and academic interactions of children in an early childhood setting. The research took place at a Montessori school with two classrooms containing 56 students ages three to six. The duration of the study was six weeks. During the study the data collected included number of peer interactions per week and overall number of children working at each half hour increment of the day. Data also included positive and negative behaviors during peer teaching interactions, and the children’s level of understanding during a peer presentation. Data was mostly inconclusive during this study except that the number of children distracted during the day decreased over the six-week period.
Language: English
Published: St. Paul, Minnesota, 2016
Book Section
A Time-Sampling Analysis of Montessori Versus Traditional Classroom Interaction
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 122-126
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article was originally published in the Journal of Educational Research, v. 66, no. 7 (Mar 1973), p. 313-316.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1981
Edition: 1st ed.
ISBN: 0-536-03647-0
Article
Appropriate Interactions with Infants and Toddlers
Publication: Infants and Toddlers, vol. 10, no. 3
Date: 2006
Pages: 5–8, 18–20
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Language: English
Article
Reflections on Parenting: Kids Learn from Daily Interactions
Publication: Montessori Life, vol. 5, no. 2
Date: 1993
Pages: 9
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Language: English
ISSN: 1054-0040
Article
Topics: Motoric Skill Enhancement, Social Class Effects, and Teacher Interactions: Their Power
Publication: Montessori Life, vol. 10, no. 4
Date: 1998
Pages: 10
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Abstract/Notes: Reviews of 4 research studies
Language: English
ISSN: 1054-0040
Article
Talk Time: Programming "Communicative Interaction" into the Toddler Day
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 10, no. 3
Date: Summer 1983
Pages: 10–12
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Language: English
ISSN: 0010-700X
Book Section
A Time-Sampling Analysis of Montessori Versus Traditional Classroom Interaction
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 138-142
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article was originally published in the Journal of Educational Research, v. 66, no. 7 (Mar 1973), p. 313-316.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Article
Analysis of Two Early Childhood Education Settings: Classroom Variables and Peer Verbal Interaction
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 23, no. 2
Date: 2008
Pages: 193-209
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.
Language: English
DOI: 10.1080/02568540809594655
ISSN: 0256-8543, 2150-2641
Book
Adaptiivisuus oppimisympäristön rakentessa ja interaktiossa [Adaptability in learning environment's structure and interactions]
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Language: Finnish
Published: Kajaani, FInland: Kajaaani opettajankoulutuslaitos, 1995
ISBN: 951-42-4318-8
Series: Olulun yliopiston Kajaanin opettajankoulutuslaitoksen julkaisuja