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1209 results

Article

Montessori Children Make Good Music Students

Publication: Family Life (AMI/USA), no. 6

Pages: 18-19

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Language: English

Article

Message to Students

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1974, no. 4

Pages: 9–11

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Language: English

ISSN: 0519-0959

Article

A New Vision (re experience of AMI students)

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1999, no. 1

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Language: English

ISSN: 0519-0959

Article

Maria Montessori to the Students of Her Advanced Course

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 2/3

Pages: 38–39

Asia, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Montessori method of education - Teacher training, South Asia, Teacher training

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Abstract/Notes: Excerpt from last lecture of the Advanced Training Course, March 29, 1944, Kodaikanal, India

Language: English

ISSN: 0519-0959

Article

Talk Given at a Day Conference of Past Students Held in the Montessori College, Sion Hill, Blackrock, Dublin

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 4

Pages: 14–21

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Language: English

ISSN: 0519-0959

Master's Thesis (Action Research Report)

What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?

Available from: St. Catherine University

Action research, Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education

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Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.

Language: English

Published: St. Paul, Minnesota, 2022

Master's Thesis (Action Research Report)

Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students

Available from: St. Catherine University

Action research, Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America

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Abstract/Notes: This seven-week study explored the impact of student-self assessment on learning and engagement behaviors of 48 sixth graders during math classes in a public school setting. Data collection tools such as student surveys, pre-and post -self-assessments, observations, reflections, and teacher- student conferencing provided the information to inform the conclusions regarding self-efficacy. Observation confirmed that a student’s participation in using self-evaluation to contribute to their learning affected internal processes such as motivation and engagement. Assessment activities that provided evidence and feedback to inform goals specific to skill development and learner traits yielded significant results. Highly structured assessment tools and classroom routines reduced students' reliance on the teacher to interpret and use individual performance data. The use of formative assessment practices that promoted goal setting, self-assessment and self-determination practices improved engagement and learning behaviors in the classroom.

Language: English

Published: St. Paul, Minnesota, 2022

Master's Thesis (Action Research Report)

The Effects of Technology on ELL Students Writing Fluency

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project explored whether the iPad application ‘Book Creator’ could impact the written fluency of English Language Learners (ELL). It also monitored the impact the application would have on non-ELL students. It was conducted in a public Montessori elementary school with students aged six to eight years old at the beginning of the school year. Out of twenty students, ten were ELL. Data tools included writing rubrics, personal evaluation rubrics and tallies of written output. While results showed some nominal improvement in writing output, it is difficult to assess if the results reflected students settling into the new school year. However, students demonstrated great focus while using ‘Book Creator’ and found the application very engaging. The implications from this research warrant further study into how technology can be used to expedite the written fluency for English Language Learners.

Language: English

Published: St. Paul, Minnesota, 2017

Master's Thesis (Action Research Report)

The Effects of Earth-Conscious Art Materials on Early Childhood Montessori Students’ Environmental Awareness

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project investigates the effect of providing earth-conscious materials in the art curriculum on early childhood Montessori students' environmental awareness. The participants for this study were seven preschool students at a private, home-based Montessori school in the urban Western United States. The research design was qualitative and quantitative, utilizing field notes, observational notes, behavioral tally sheets, and group conversational questionnaires to gather information on students' environmental awareness. The students' mean eco-affinity responses increased by 16%, while their mean environmental awareness responses increased by 23%. The frequency of material usage positively correlated with the frequency of environmental actions. The findings suggest that earth-conscious art materials have a positive effect on student environmental awareness. The researcher realized that increased environmental awareness does not indicate increased ecological stewardship. The conclusion of this study urges educators to reconsider the role that art curriculum and materials play on student environmental awareness.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

Witnessing the Unlimited Potential of Children Being Peaceful: Impact of Proactive Restorative Circle Practice on Early Childhood Students in a Montessori Setting

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research was to study the effects that daily proactive restorative circle practice (PRCP) had on speaking skills, listening, and positive classroom culture amongst Montessori Children's House students. The research took place over a four week period of time in a two way immersion Children's House in a Montessori public charter school in the Midwest. The population included 8 students ages 4-5.5 years. Students participated in a daily proactive restorative circle each afternoon. The researcher also observed students during lunch to collect data on any influence the PRCP had outside of circle time. Data was collected through field notes, tallies, and a sense of community scale. The intervention suggested an increase in speaking skills and maintaining positive classroom culture. Students also demonstrated an increased sense of responsibility and accountability to the implementation of PRCP. Continued research is needed to determine the effectiveness of PRCP with more participants as well as how the effects of the PRCP transfer over to the general classroom experience.

Language: English

Published: St. Paul, Minnesota, 2020

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