Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Travis Wright presents an important understanding of trauma that leads to a new perspective of "challenging" behaviors in the classroom. "Trauma is not an event in itself, but is instead the reaction to extremely stressful life circumstances... When children operate in overwhelming states of stress, the stress response system may become the normal mode of functioning." Offering symptoms of trauma and practical tips for use in the classroom, Wright turns the understanding of trauma upside down. He guides the reader to an appreciation for the ways children adapt to their circumstances, until it is understood that children are "fighting to live" as opposed to "failing to thrive." While focusing on the traumatized child, Wright's approach offers the opportunity to rethink the behavior of all students. While it is particularly important with children who have experienced trauma, the foundation of the work with any child is a positive, respectful relationship. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]

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: 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 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

Language: English

ISSN: 1522-9734

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

Abstract/Notes: This study examined the effect of Montessori Preschool education on the divergent thinking skill of kindergarten-age students. The author hypothesized that these students would display below-average ability in this area as a result of exposure to Montessori education. Research was presented which criticized Montessori for its lack of open-ended materials and fantasy play which might suppress divergent thought. Further research was reviewed which indicated a possible link between educational environments and scores on tests of divergent thinking. Subjects were 31 kindergarten-age students from two Montessori pre-schools. Divergent thought was assessed using The Torrance Test of Creative Thinking-Figural Form "A". Results indicated above average performance on overall scores of the test. However, performance on sub-tests suggested that divergent thought was affected by the Montessori curriculum.

Language: English

Published: Winnipeg, Canada, 1990

Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.

Language: English

Published: St. Paul, Minnesota, 2021