Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

Published: London, England: Sage Pubications, 2010

ISBN: 978-1-84787-515-0 978-1-84787-516-7

Abstract/Notes: Student behaviors were tallied in three similar Montessori early childhood classes while children practiced social, motor and academic skills with and without background music. Teacher impressions of work period productivity were tallied along with information from teacher notes and student self-assessments. Music came from Pandora stations such as “Relaxation Radio” or “Yoga Radio.” Music was selected for slow tempo (approximately 60 beats per minute or the rate of the adult heart) and relaxing instrumental quality, played at a soft volume and during times when students were not expected to pay attention to other auditory input such as stories, songs, lessons or announcements. Results showed that student smiles and productivity increased with background music, as did teacher and student assessments of productivity. Introducing appropriate background music can be a simple way to increase student focus. Further research will confirm if results are similar in classes of younger and older students and in traditional classrooms.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood

Language: English

Published: New York, New York: Routledge, 2009

Edition: 2nd

ISBN: 978-1-315-83201-2 978-0-415-45757-6 978-1-138-41107-4

Abstract/Notes: This chapter problematises notions of pedagogy as being limited to teaching-learning practices within the classroom and explores what pedagogy could be like when education goes beyond transfer of content knowledge or development of skills and competencies. The chapter emphasises that education for harmony is brought about by a continuum of shared lived experiences and that these are not just engendered through classroom practices, but also by the culture and people within the school. It emphasises the importance of classroom and school-wide ethos, Teacher Student Relations, and autonomous behaviour regulation as underpinning the continuum of lived experiences.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Abstract/Notes: This study investigated the impact of an online concept mapping website (Concept Maps for Learning, or CMfL) designed to provide targeted formative feedback to students. The aims of this study were to determine the usefulness of CMfL for both teachers and students, as a tool for instruction and self-regulated learning. Additionally, the impacts of CMfL on supporting student learning were observed. This research site of this study was a Montessori high school, and the participating students were enrolled in the Ontario Grade 9 Academic Mathematics course. The educational philosophies deployed at the research site offered independence and flexibility to students with respect to how the Ontario Grade 9 Academic Mathematics course was approached, and therefore matched the self-regulated learning components of the study. This study measured student achievement across three milestones over the data collection period to analyse any cognitive impact that CMfL had on the participating students. Metacognitive impacts, as well as the students’ perception of usefulness of CMfL, were measured through surveys that were administered at the milestone points. Usefulness of CMfL from the teacher’s perspective was determined through interviews with the teacher. The participating students and teacher were also provided with the opportunity to provide feedback on how CMfL could be improved through the aforementioned surveys and interviews, respectively. The evidence collected over the study suggests that CMfL can be a useful tool for teaching and learning in a self-regulated environment, and that frequent engagement with CMfL may can support student learning. However, there is room for improvement that may increase student adoption and aid teaching strategy.

Language: English

Published: Ottawa, Canada, 2019

Abstract/Notes: This study explores the reasons that parents withdraw their children from independent Montessori schools in British Columbia. Questionnaires, interviews, and focus groups were the methods for exploring parents' reasons for withdrawal. The main findings indicate that parents withdraw from Montessori schools because of small school size, lack of extra-curricular activities, and financial considerations. To increase student retention, recommendations include: (1) track student attrition, (2) assess student and parent satisfaction, (3) give new parents and students special care, (4) give exit interviews or surveys, (5) provide financial assistance, (6) don't wait if students are experiencing difficulties, (7) provide a gathering place for parents, (8) invite students to be an integral part of school events, (9) organize extra-curricular activities, (10) celebrate student success, and (11) understand that leadership plays an important role in the retention of students.

Language: English

Published: Victoria, Canada, 2005