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Article
Self-Discipline and the Arts
Publication: NAMTA Journal, vol. 23, no. 1
Date: 1998
Pages: 110-120
Early childhood education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Argues that a high priority should be placed on creative expression in early childhood settings, including the visual arts, music, dance, poetry, and drama. Stresses that creative potential must be nurtured and carefully cultivated, and argues that there can be no true artistic expression without freedom, and there can be no true freedom without inner discipline.
Language: English
ISSN: 1522-9734
Article
A Montessori Journey of Self
Publication: NAMTA Journal, vol. 22, no. 2
Date: 1997
Pages: 98-102
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Explores the experimental nature of Montessori, its implicit creativity, the power of commitment over time, the importance of depth, and the need to get beyond the overload of experience. Uses the title of the presentation as a structure, discussing the meanings behind each word.
Language: English
ISSN: 1522-9734
Article
The Origins of Agrarianism and the Development of the Self
Publication: NAMTA Journal, vol. 23, no. 1
Date: 1998
Pages: 236-55
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Describes the history of agrarianism and its connection with Western cultural values of private property, civil liberties, constitutional government, separation of power, individualism, and self-reliance. Argues that agrarian history has vast implications beyond just farming, affecting the language, values, and foundations of culture. Discusses implications of the spread of Western values for teachers. (Author/SD)
Language: English
ISSN: 1522-9734
Article
Self-Discipline
Publication: The National Montessori Reporter
Date: 1988
Pages: 15–16
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Language: English
Article
From Care of Others and the Environment to Community Service and Social Responsibility: The Emergence of the Social and Ethical Self in the Montessori School
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 321–336
Child development, Ethics, Montessori method of education, Moral development, North American Montessori Teachers' Association (NAMTA) - Periodicals, Socialization
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Language: English
ISSN: 1522-9734
Article
Handicrafts as a Means to 'Self-Employment'
Publication: Around the Child, vol. 13
Date: 1969-1970
Pages: 78-80
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Language: English
ISSN: 0571-1142
Master's Thesis (Action Research Report)
The Effects of Character Education Literature of Bucket Filling Strategies on the Ability of 5-year-old Students to Self-Regulate in a Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research project was to explore how the implementation of bucket filling could affect self-regulation in 5-year-olds in a Montessori classroom. The bucket filling theme is character education children’s literature. The collection of data for this action research utilized a mixed method of quantitative and qualitative, including the pre- and post-Preschool Self-Regulation Assessment, daily observation reflections, and tally sheets of behaviors. The data collected and analyzed in this study use of bucket filling can have some effect on self-regulation skills in 5-year-olds in a Montessori classroom. Self-regulation is essential to success in the classroom and in the world at large, any intervention that supports self-regulation is vital for students and teachers.
Language: English
Published: St. Paul, Minnesota, 2019
Master's Thesis (Action Research Report)
Community and Collaboration: The Effects of Participation in an Online Leadership Cohort on the Self-Efficacy of School Leaders
Available from: St. Catherine University
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Abstract/Notes: This action research project was conducted to see if participation in an online leadership cohort would affect the self-efficacy of school leaders. Using an online platform, seven Montessori heads of schools from the United States gathered to discuss topics of greatest importance to them. The schools represented were public, private, non-profit, proprietary and charter. The heads of schools ranged in experience from 3 to 33 years. They met once a week, for four weeks, for an hour each session to discuss four topics most relevant to the group, as determined by their suggestions. Data was collected using pre and post intervention self-assessments and surveys, as well as field notes, observation records, and tally sheets taken during the four leadership cohort sessions. The researcher facilitated the group and guided the conversations with prompts and continued questions. The heads of school asked questions of each other, offered answers, and shared resources. The intervention was shown to increase the self-efficacy of some participants, decrease the self-efficacy of some participants, and not affect the self-efficacy of others. However, the participants all reported feelings of gratitude for the opportunity to come together, citing community and collaboration as the most positive rewards.
Language: English
Published: St. Paul, Minnesota, 2020
Master's Thesis (Action Research Report)
Effects of Mindfulness on Teacher Stress and Self-Efficacy
Available from: St. Catherine University
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Abstract/Notes: Teachers experience high levels of stress due to the demands of their profession. The purpose of this study is to determine if mindfulness and meditation have an effect on stress levels and self-efficacy. The researcher-participants were two female teachers in public schools. Five days a week for four weeks, the participants practiced mindfulness activities from a curated list including Body Scan, Meditation, Breathing, Yoga, and Journaling.. The participants detailed their stress levels before and after the intervention each day and weekly through different means of data collection. The study used pre- and post-intervention questionnaires, daily journals, and weekly questionnaires to track stress levels. The intervention findings show an overall decrease in stress, one participant’s self-efficacy improved, and the other participant’s self-efficacy decreased. Future research should consider a more varied participant base, a longer period of intervention, a control and experimental group, and other forms of data collection.
Language: English
Published: St. Paul, Minnesota, 2020
Master's Thesis (Action Research Report)
The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research was to explore how a social justice-oriented mindfulness practice would impact the self-efficacy of an early childhood educator. This self-study, with the researcher as the sole participant, took place over a six-week period while the researcher was working in a private Montessori school in the Northeastern United States in a classroom of 20 students aged 3-5. The intervention included breathwork; both walking and seated meditation paired with articles, essays, interviews, and poetry relevant to social justice; meditation; and mindfulness. Qualitative and quantitative data were collected through reflective journaling, a record of feelings scale, an attitude scale, and a pre- and post-intervention survey. While the data did not reflect any substantial impact with regards to teacher self-efficacy, the study was transformative in many ways. The intervention resulted in a deeper understanding of social inequities and a heightened sense of self-reflection. A more focused and comprehensive selection of content relevant to equity in the educational setting would likely have allowed for a more guided learning experience. Additionally, community organized events and workshops relevant to this work could play a crucial role in encouraging the need and responsibility to take action in establishing more equitable schools.
Language: English
Published: St. Paul, Minnesota, 2020