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Doctoral Dissertation
Knowledge and attitudes of Montessori teachers of young children as a context for guiding normalization and self-construction process
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.
Language: English
Published: College Park, Maryland, 1994
Master's Thesis (Action Research Report)
The Effects of Self-Determination Theory on Montessori Kindergarten Student’s Math Knowledge and Attitudes
Available from: St. Catherine University
Action research, Self-determination, Self-determination theory
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Abstract/Notes: This action research examined how fostering student autonomy, competence, and relatedness as described in Self-determination Theory (SDT) improved the Montessori kindergarten student’s motivation to choose work from the math curriculum? By increasing the kindergarten student’s knowledge of the Montessori math curriculum sequence, an attempt was made to increase their autonomy, competence and relatedness as it pertains to choosing math work. The data collection consisted of a student survey and questionaire that was administered before and after the introduction of the action research interventions. Teacher observations were also helpful when determining if students were choosing math works at a higher rate. This research found that introducing kindergarten students to the sequence of Montessori math work improved their knowledge of and attitude towards the Montessori math curiculum.
Language: English
Published: St. Paul, Minnesota, 2013
Master's Thesis (Action Research Report)
Improving Letter Name Knowledge in Primary Montessori
Available from: St. Catherine University
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Abstract/Notes: This action research investigated letter name knowledge gain from integrating a selection of Orton-Gillingham methods into a private Montessori Primary classroom. The methods incorporated included letter name and sound drill, three-letter word practice, vowel game, and sand writing. Eight students, four and five years of age, were included in the study. Sources of data collection include student artifact, teacher assessment, student attitude inquiry, and teacher observational data. Students displayed an overall increase in attitude toward learning letter name and six out of eight students showed an increase in letter name knowledge for both uppercase and lowercase letters. Because of the students increase in enthusiasm for learning letter names and their knowledge gain, I will continue to use the Orton-Gillingham methods. I will also introduce the remaining methods to reach the students who did not show an increase in knowledge of letter names.
Language: English
Published: St. Paul, Minnesota, 2015
Master's Thesis (Action Research Report)
Using iPads to Increase Students’ Letters and Letter Sounds Knowledge
Available from: St. Catherine University
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Abstract/Notes: This action research was carried out to determine if the use of an application named Phonics Island would help student knowledge of letters/letter sounds increase. The research was completed in a full day Primary Montessori classroom of 4k and 5k students. Data was gathered using teacher observation and teacher made checklists. Data on students’ feelings toward learning letters/letter sounds was also assessed to see if students’ thoughts about letters changed after incorporating technology. Students were given an iPad for approximately fifteen minutes per day. The letters were grouped in categories, and the researchers chose which group the student needed to complete for the day. The students did show growth over the course of the sixweek study, but it is hard to determine if the growth was due only to the use of the iPads. During the six weeks, the researchers also gave many teacher-led lessons, and the students also completed many student-led, independent lessons that did not include technology. The researchers believe the outcome was due to a combination of iPad lessons, teacher led lessons, and independent lessons. More research could be conducted to test how influential the iPad lessons are by having a control group that received only iPad lessons for a few weeks.
Language: English
Published: St. Paul, Minnesota, 2018
Article
A Piaget Primer: How Knowledge Develops for Infants and Toddlers
Publication: Infants and Toddlers, vol. 5, no. 3
Date: 2001
Pages: 5–8, 13–18
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Language: English
Article
Public Knowledge of Montessori Education
Available from: ProQuest
Publication: Montessori Life, vol. 24, no. 1
Date: Spring 2012
Pages: 18-21
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Abstract/Notes: The American public generally recognizes the name "Montessori" because so many schools across the country and around the world use the Montessori name. However, the Montessori community has long believed that misunderstandings abound. A recent dissertation study quantified Montessori awareness and identified misconceptions in particular for those aspects of Montessori education that are unique, relative to other educational settings. In order to gauge public understanding of Montessori education, an online survey was conducted with members of an Internet panel administered by a national research firm. The study included a demographically representative sample of 1,520 U.S. adult panel members, who answered questions regarding their understanding of Montessori education. Two members of the American Montessori Society's Research Committee and six Montessori teachers, including a combination of early childhood and elementary teachers with AMS and AMI credentials, reviewed the survey to identify any disagreements on correct answers for the Montessori knowledge questions. The survey was field-tested with six individuals, including parents and nonparents, both with and without Montessori experience, to identify any potential points of confusion. Results show that the public clearly lacks understanding of the Montessori perspective on extrinsic rewards, including such things as stickers, certificates, and even teacher praise. Since extrinsic rewards are common in other school settings, their absence in Montessori environments may seem peculiar unless people understand that Montessori philosophy is based on the idea that students develop intrinsic motivation when the learning activity itself, not an external incentive, is its own reward. The public recognizes that developing children's concentration abilities is a goal of Montessori education, but opportunities exist for helping people understand specific practices employed to achieve this goal (i.e., providing opportunities for long stretches of uninterrupted work time, allowing the child to determine the timing of changing activities). Better understanding of the reasons behind the unique structure of the schedule in a Montessori classroom will help people see that the differences from other educational environments are based on a comprehensive philosophy of child development. (Contains 3 figures and 1 table.)
Language: English
ISSN: 1054-0040
Article
From Percept to Concept: The Sensorial Path to Knowledge
Publication: Montessori Life, vol. 5, no. 3
Date: 1993
Pages: 28–30
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Language: English
ISSN: 1054-0040
Article
Facilitator of Knowledge
Publication: Montessori NewZ, vol. 3
Date: Sep 1996
Pages: 1–2
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Language: English
Article
Triumph through Knowledge [Igbinedion Education Centre, Nigeria]
Publication: Montessori Courier, vol. 5, no. 1
Date: Apr 1993
Pages: 4–6
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
ISSN: 0959-4108
Article
Pratiche di cura fra relazione e conoscenza: l’approccio montessoriano e l’osservazione del bambino al nido [Care practices between relationship and knowledge: Montessorian approach and observation of children at nursery]
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 5, no. 1
Date: 2010
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Abstract/Notes: Il contributo affronta una possibile analisi inerente al rapporto tra infanzia, famiglia ed istituzione educativa a partire da un’indagine osservativa condotta nella realtà di un nido ad indirizzo montessoriano. Attraverso la rappresentazione della vita quotidiana dei bambini - inseriti al nido aziendale “La Casa del Cedro”, organizzato dal Centro Nascita Montessori (CNM) di Roma - viene restituita la valenza euristica dell’approccio montessoriano e il suo inconfondibile contributo all’educazione globale ed estetica, per l’infanzia del tempo presente. [The essay presents an analysis of the relationship infancy/family/children’s institutions through a survey carried out on the reality of a Montessorian crèche. Through the representation of the children’s daily life in the company crèche “Cedro”, organized by the Centro Nascita Montessori (CNM) in Rome, we will give an idea of the intrinsic value of the Montessorian approach, its relevance and its inimitable contribution to education in present time.]
Language: Italian
DOI: 10.6092/issn.1970-2221/1761
ISSN: 1970-2221