For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Master's Thesis (Action Research Report)
Behavioral Effects of Outdoor Learning on Primary Students
Available from: St. Catherine University
See More
Abstract/Notes: Children have an innate sense of curiosity about nature. “When children come in contact with nature, they reveal their strength” (Montessori, 1967, pg. 69) and therefore, outdoor education can be a useful learning tool for students. Whether being outdoors or bringing the nature-based activities inside, children have the opportunity to work with all of their senses. A growing number of schools around the United States have begun adding outdoor learning to their curriculum (Lieberman & Hoody, 1998) to bring a positive outcome to students’ behavior. Outdoor learning provides another environment that children can thrive in and hopefully benefit from. As many students struggle with learning confined to an indoor learning environment, like most classrooms, changing the environment offers students a uniquely rich context to frame student learning and provides them with movement, stimulation and grabs their attention so they can focus better (Bjorge, Hannah, Rekstad and Pauly, 2017). “If students are more focused, it is less likely for them to cause disruptive behaviors” (Bjorge, et. al, p. 4). This positive change in behavior is beneficial for everyone including students, teachers, and parents. By incorporating outdoor learning regularly in a classroom, children are given the freedom to move and explore on a sensorial level that may promote positive learning abilities. Using the outdoor environment as a classroom setting can have an impact on children who are not successful in an indoor classroom setting. According to existing research, (Bjorge, et. al, 2017; James, J.K. and Williams, T., 2017; Lieberman & Hoody, 1998) student motivation and concentration behaviors, as well as overall well-being, can be greatly impacted and improved through outdoor learning opportunities.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Question and Answer: The Importance and Role of Food in the Montessori Primary and Elementary Environments
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2004, no. 4
Date: 2004
Pages: 45–48
See More
Language: English
ISSN: 0519-0959
Article
Question and Answer: Transition from Infant Community to Primary
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 2-3
Date: 2003
Pages: 64–67
See More
Language: English
ISSN: 0519-0959
Article
Transformation of the Teacher: A Primary or Secondary Goal?
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 4
Date: Winter 2013
Pages: 7
See More
Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
Effects of Mindfulness Strategies on Student Self-Regulation Skills in Primary and Elementary Students
Available from: St. Catherine University
See More
Abstract/Notes: The purpose of this study was to determine the effects of mindfulness-based interventions, such as the MindUP curriculum and Exercises of Practical Life, on primary and elementary aged students’ self-regulation skills. This study consisted of a sample size of 38 students from three different Montessori environments. The data was collected over a period of four weeks using a pre and post parent assessment, observational field notes and tally sheets, and a behavioral student self-assessment tool. Results show a connection between the mindfulness interventions implemented and the children’s ability to self-regulate their behaviors and emotions. The data shows positive effects on student self-regulatory skills and it can be integrated into the classroom to facilitate student academic achievement. Our recommendation for future research is to allow for more time to conduct the study.
Language: English
Published: St. Paul, Minnesota, 2019
Article
How Focus Creates Engagement in Primary Design and Technology Education: The Effect of Well-Defined Tasks and Joint Presentations on a Class of Nine to Twelve Years Old Pupils
Available from: Design and Technology Education
Publication: Design and Technology Education: an International Journal, vol. 25, no. 2
Date: 2020
Pages: 10-28
Europe, Holland, Montessori schools, Netherlands, Western Europe
See More
Abstract/Notes: During a Design and Technology class, engagement is both required to start creative hands-on work and a sign of pupil’s creative thinking. To find ways to achieve engagement, we can look to the Montessori tradition. Due to the fact that learning is regarded as feeding insight through experimenting, tasks have to offer pupils the opportunity to gain knowledge about isolated details of the learning situation. This is realised by brief, simple and objective tasks combined with liberty to approach the hands-on work in one’s own way. Applied to Design and Technology, we can define brief, simple and objective tasks with a focus on a technique as an isolated detail of the learning situation. Offering liberty during hands-on work enables creative thinking. The deployment of well-defined tasks with a focus on a technique is possible by dividing a complex assignment into a collection of brief tasks with single problems and working towards single objectives in the topic, making use of a single technique. Such a collection is a format that has the potential to enable ongoing engagement. This case-study researches the actual effect of a stepwise organised collection of tasks on the design performance of pupils of nine to twelve years old. The results show that the tasks turned out to be useful in initiating engagement. In combination with joint presentations, ongoing engagement was achieved resulting in well-considered designs and products. In addition, dialogue with disengaged pupils delivered solutions towards engagement. As a side-effect of dialogue the teacher-pupil relationships and the pupil-pupil relationships improved.
Language: English
ISSN: 1360-1431
Master's Thesis (Action Research Report)
The Effect of Purposeful Movement in the Garden On Attention and Focus in the Primary Montessori Classroom
Available from: St. Catherine University
See More
Abstract/Notes: This study explores how gardening affects students’ focus and attention in a primary Montessori classroom. Over the course of a four-week intervention, the teacher-researcher provided eleven students with mini-gardening lessons, followed by time to use purposeful movement in the garden. When students returned to the classroom to assume their Montessori work activities, the researcher collected data by recording the time it took the students to get on task, whether or not students were focused, and which unfocused behaviors were exhibited. A pre-and post-attitude scale was completed by the students to determine prior experiences and attitudes towards gardening. The study revealed that during the intervention, time to get on task decreased and ability to focus increased. Students who were habitually inattentive and not focused continued this pattern, but did show improvement over the life of the study. Further research is needed to support these findings; post-intervention data could be collected to determine long-term impacts, and a higher number of students should be involved in the intervention for generalization purposes.
Language: English
Published: St. Paul, Minnesota, 2018
Article
Gardening Cycles in a Primary Garden
Publication: Forza Vitale!, vol. 22, no. 3
Date: 2003
Pages: 12
See More
Language: English
Article
Music Refresher Course–A Primary Teacher's Perspective
Publication: Forza Vitale!, vol. 19, no. 2
Date: 2000
Pages: 7
See More
Abstract/Notes: AMI Refresher Course, San Diego, CA, January, 2000
Language: English
Article
The Final Year of Primary: Survey Results
Publication: Forza Vitale!, vol. 16, no. 2
Date: 1997
Pages: 13–16
See More
Language: English