Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

441 results

Article

Self Interest: How a South Carolina Foundation Created a Public Montessori Boom [Lander University, Greenwood, South Carolina; Institute for Guided Studies]

Publication: Public School Montessorian, vol. 16, no. 2

Pages: 1, 28

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Lander Study Examines Self Regulation

Publication: Public School Montessorian, vol. 19, no. 2

Pages: 21

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Interview: AMS President Marilyn Stewart: 'We Are in a Self-Reflection Phase'

Publication: Public School Montessorian, vol. 20, no. 1

Pages: 22-23

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Other Foundations Leading the Way in Montessori Funding [Hiawatha Foundation, Self Family Foundation]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 22, no. 1

Pages: 31

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Self-Actualization: Learning to Live: Maria Montessori and the Phenomenologists

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 4, no. 2

Pages: 22–31

See More

Language: English

ISSN: 0010-700X

Article

Planning for Change from the AMS Self-Study: A Rededication to Quality

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 8, no. 1

Pages: 7–13

See More

Language: English

ISSN: 0010-700X

Article

✓ Peer Reviewed

Aspects of Self-Regulated Learning and Their Influence on the Mathematics Achievement of Fifth Graders in the Context of Four Different Proclaimed Curricula

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 13, no. 963151

Pages: 1-15

Mathematics - Academic achievement, Mathematics education - Achievement

See More

Abstract/Notes: Metacognition is a part of the models of self-regulated learning. The consideration of a broader context resonates with a social cognitive perspective approach to learning which dominates the educational academic field with the theory of self-regulated learning. Metacognition is considered a crucial factor influencing mathematics achievement. Furthermore, the affective field including pupils' self-efficacy, interest and motivation are the phenomena involved in mathematical problem-solving. On the other hand, metacognitive knowledge and metacognitive regulations are not a regular part of mathematics education in the Czech Republic. The main aim of this study was to investigate the relation between pupils' attitude toward mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and their achievement in solving mathematical problems. All together 1,133 students of Grade 5 from four types of Czech schools participated in the study. There were traditional schools; schools teaching mathematics by genetic constructivism, i.e., Hejný's method; Montessori schools; and Dalton schools were involved. The assessed variables, namely relation to mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and mathematical achievement were used as an input to regression analysis. Item-response theory was used for assessing the performance of the students and demands of the tasks. The metacognitive monitoring was detected as the most significant predictor of mathematics achievement for higher- and lower-performing students as well as for the item with high and low demands. The study reveals how the different mathematics curricula (un)support the metacognitive processes involved in mathematical problem-solving. The information allows teachers to spend sufficient time with particular types of mathematics problems whose solutions is determined by activation of metacognitive processes. This demonstrates the importance of including the activities for development of metacognitive monitoring in mathematics education.

Language: English

DOI: 10.3389/fpsyg.2022.963151

ISSN: 1664-1078

Article

Now We Have Some Ideas: Achievement Tests and Self-Esteem in Montessori School Graduates

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 15, no. 2

Pages: 4–7

See More

Language: English

ISSN: 0010-700X

Article

A Self-Concept Study of Middle School Students

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2

Pages: 11, 13, 26

See More

Language: English

ISSN: 0010-700X

Article

One Year's Experiment in Self-Activity at a New School in Switzerland

Available from: Internet Archive

Publication: New Era, vol. 5

Pages: 88-90

Europe, Switzerland, Western Europe

See More

Language: English

ISSN: 0028-5048

Advanced Search