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Article
The Application of Student Portfolios in Primary-Intermediate and Self-Contained-Multiage Team Classroom Environments: Implications for Instruction, Learning, and Assessment
Available from: Taylor and Francis Online
Publication: Applied Measurement in Education, vol. 13, no. 2
Date: 2000
Pages: 209-228
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Abstract/Notes: Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming). Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio).
Language: English
DOI: 10.1207/S15324818AME1302_5
ISSN: 0895-7347
Master's Thesis (Action Research Report)
The Impact of Extended Recess with Loose Parts Play on Montessori Primary Student Self-Regulation and On-Task Behaviour
Available from: St. Catherine University
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Abstract/Notes: The purpose of this investigation was to study the impact of extended recess with loose parts play on student self-regulation at recess and on-task behavior after recess. The population for this action research study were students in grades one through three at a public Montessori elementary school in the Lower Mainland of British Columbia during a Covid-restricted school year. The intervention involved 45-60 minutes of extended recess with access to loose parts play for three weeks. Data collection included the following: loose parts play field observations, conflict type and frequency, on-task behaviors tally, and student self-assessments of on-task behaviors. As a result of the intervention, students experienced fewer conflicts at recess and more on-task behaviors after recess. Due to the findings, future actions include trying different schedules of extended recess with rotating access to loose parts and inviting more children to join.
Language: English
Published: St. Paul, Minnesota, 2021
Article
Algebra in the Primary Classroom: Sensorial Basis for Elementary Mathematics
Publication: AMI Elementary Alumni Association Newsletter, vol. 37, no. 3
Date: 2004
Pages: 5–7, 10
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Language: English
Doctoral Dissertation
Narrative, Meaning Making, and Personal Development: Teachers' Storied Experience in Montessori, Steiner and Other Primary Classrooms
Available from: University of Notre Dame Australia
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Abstract/Notes: This study explored how narrative was being used to foster meaning-making in Montessori, Steiner, Government and Catholic schools. In-depth interviews of twelve teachers from the four educational settings were used to collect the teachers' stories that comprised the data on narrative use. NUD*IST software was employed to organise data and to focus on emerging concepts through data analysis. A wide spectrum of narrative uses related to meaning making was revealed. These varied understandings support using narrative to foster insight on three levels relating to several theoretical views of narrative and its importance.
Language: English
Published: Sydney, Australia, 2001
Article
Why Cursive at the Primary Level?
Publication: AMI/USA News, vol. 12, no. 3
Date: May 1999
Pages: 5, 8
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Language: English
Article
The Place of Pre-Primary Schools in the Future Growth and Development of India
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 4
Date: 1959
Pages: 25-27
Asia, Conferences, India, South Asia
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Abstract/Notes: Paper read at All-India Conference of Educational Associations, Madras [Chennai], 1957
Language: English
ISSN: 0571-1142
Article
Ways and Means for Opening More Pre-Primary Schools for Children in Urban and Rural Areas
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 5
Date: 1960
Pages: 26-30
Albert Max Joosten - Writings, Asia, India, South Asia
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Abstract/Notes: Address read at All-India Conference of Educational Associations, Madras, 1958
Language: English
ISSN: 0571-1142
Master's Thesis (Action Research Report)
Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research project studied the effects of introducing Spanish vocabulary words to a mixed-ages Montessori primary classroom on Spanish vocabulary acquisition and implementation. Spanish vocabulary words were presented in group lessons in half-hour intervals twice a week for four weeks using flashcards. There were three sets of cards –color, fruit, and grace and courtesy. Lessons were given in the Montessori three-period lesson format. Data collection tools provided data that supported successful results with a steady increase in Spanish vocabulary acquisition and implementation. At the conclusion of the study, future research could explore the use of real objects, using extensions to children who show greater interest in acquiring more words, and using songs to teach words. This study was able to provide strong evidence for the positive impact on Spanish vocabulary acquisition and implementation.
Language: English
Published: St. Paul, Minnesota, 2021
Article
The Psychological Needs of the Pre-School Child and the Role of Pre-Primary Institutions in Satisfying Them
Publication: Around the Child, vol. 11
Date: 1967
Pages: 15-19
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Language: English
ISSN: 0571-1142
Master's Thesis (Action Research Report)
The Effect of Control-Based Group Games on Self-Controlled Behavior in a Primary Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research study aims to determine the effect of control-based group games on self-controlled behavior in a Montessori primary classroom. The study took place over a period of four weeks and included 17 participants ages 35 months to 6 years. A control-based group game, such as Red Light/Green Light or Simon Says, was implemented daily. Both quantitative and qualitative data was collected from these games, as well as from observations of behavior in the classroom. Though the study found no significant correlation between game outcomes and self-controlled behavior in the classroom, the self-control skills needed to succeed in the games increased notably over the duration of the study. This drastic improvement in self-control skills suggests the need for future, more targeted research opportunities.
Language: English
Published: St. Paul, Minnesota, 2021