Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Abstract/Notes: This study investigated the impact of Montessori didactic method and direct instruction method on the self-esteem of pupils with hearing impairment in Lagos State, Nigeria. !e employed pre- and post-tests quasi-experimental research design. A total of 29 pupils with hearing impairment were purposively selected and participated in the study with 9, 10, 10 participants in treatment and control groups through non-bias randomisation. Index of Self-Esteem (ISE) developed by Hudson (1982) was adapted and revalidated with the reliability of 0.77 and 0.76, respectively using concurrent validity and test retest reliability. !e treatment lasted nine weeks. !e study revealed that self-esteem significantly differs among pupils with hearing impairment across the experimental groups. !e Montessori didactic group had a higher mean score than the direct instruction method, but both were better when compared to the control group. In addition, the experimental group did not significantly differ due to gender. It was recommended that teachers of pupils with hearing impairment should use both Montessori Didactic and Direct Instructions to reduce children’s social and emotional impairment and increase their social functioning

Language: English

ISSN: 0354-8759

Abstract/Notes: The purpose of this action research was to determine if using flags, created as tools for signaling for help, was an effective way to develop persistence and encourage children to complete their chosen work. The study was conducted in a preschool classroom at a private Montessori school. Participants included 15 children aged three to five and three teachers. Data was collected in the form of student interviews, tallies, and observations made during the period of research. The results indicated that the helper flags increased the children’s persistence with their work and increased the likelihood they would complete their chosen work. Therefore, it was concluded that the flags were effective tools for the children. Additionally, the flags proved to be a useful classroom management technique. However, because the research was conducted at the beginning of the school year in a class of children new to the Montessori environment, it is unclear whether or not the results would apply to other classrooms. Therefore, further research is recommended in other classroom environments and at a later point in the school year.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: To glide effortlessly across any body of water, regardless of conditions, the sailor studies the movement, speed, and directional changes of the wind. After much practice, the connection to the wind becomes a part of the sailor's environment; it becomes second nature. A child sailing by himself or with a crew of peers in a large lake is just one example of children learning to connect with their environment through risk taking.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0028-5048

Language: English

Published: Indianapolis, Indiana: Bobbs-Merrill Company, 1916

Language: English

Published: New York, New York: Henry Holt and Company, 1929

Abstract/Notes: This paper examines the effects of teacher use of an online record-keeping system on teacher self-efficacy and student self-regulation behavior. Four teachers and thirty-four students between the ages of three and six years old participated in this seven-week study in one of the few Montessori schools in a Latin American capital city. Pre- and post-study data collection methods included a teacher self-efficacy questionnaire and small group discussion, as well as use of the Head-to-Toe Test, a means of measuring children’s self-regulation behavior. For seven weeks, teachers used the program Transparent Classroom to record lessons, inform their lesson presentations, and track overall student progress. Through weekly classroom observations, child behaviors hindering and encouraging normalization were tracked with a tally sheet. Data showed increases in both teacher self-efficacy and student self-regulation, especially in children with the lowest pre-study scores, who saw dramatic gains. These results show the use of a record-keeping system may be a means of increasing achievement and satisfaction in both students and teachers.

Language: English

Published: St. Paul, Minnesota, 2018