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376 results

Article

Charts: Language Chart, Prepared Paths to Culture

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1973, no. 4

Pages: 10–12

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Language: English

ISSN: 0519-0959

Article

Study-Conference AMI on Music and Language July 29th-August 12th 1961

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1961, no. 1

Pages: 1–4

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Language: English

ISSN: 0519-0959

Article

Language Chart

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1960, no. 2

Pages: 14–15

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Language: English

ISSN: 0519-0959

Article

Helping the Child in the Conquest of the Written Language

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Around the Child, vol. 5

Pages: 7-12

Albert Max Joosten - Writings, Language acquisition

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Language: English

ISSN: 0571-1142

Article

Becoming and Being the Foreign Language Specialist in Your Classroom [preview of presentation at 2001 summer conference]

Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 3

Pages: 7

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Language: English

Doctoral Dissertation (Ph.D.)

The Effects of High-Stakes Testing on Secondary Language Arts Curriculum and Instruction

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: High-stakes testing has become mandatory since the reauthorization of the Elementary Secondary Educational Act, 2001 with its No Child Left Behind (NCLB) provisions. Beginning with the 2005-06 school year, students in grades K-8 must be tested yearly in reading and math. Students in secondary schools must be tested once in reading and math. Student scores at all grade levels are then used as part of the formula for determining whether or not a school retains its accreditation or is placed on a "needs improvement" list. Being identified as "needs improvement" for three consecutive years carries an assortment of serious consequences for schools. As a result of these high-stakes tests, secondary language arts teachers are expected to prepare students for state reading assessments. Studies have investigated the effects high-stakes testing has on elementary and secondary curriculum and instruction but have not focused specifically on secondary language arts teachers. Therefore, this study focuses on the effects high-stakes testing is having on secondary language arts' curriculum and instruction. Six high school junior English teachers from a Midwestern state were surveyed and interviewed. Five of the teachers also participated in a focus group discussion. From this data several common themes emerged including a narrowing of their curricula and a loss of instructional time to test preparation and the actual administration of the tests. In addition, teachers expressed feelings of inadequacy about their knowledge of effective pedagogy for improving adolescent reading skills. From this study it becomes clear that secondary language arts teachers need more information on best practices for working with adolescents and improving adolescent reading skills while incorporating the state reading standards and maintaining a meaningful curriculum and engaging instructional strategies. Administrators and state departments of education need to consider ways to provide useful in-services on reading for secondary teachers. In addition, university teacher education programs need to prepare future teachers and offer teachers who are currently in the classroom assistance in developing effective strategies for teaching reading skills to adolescents which will keep the students engaged.

Language: English

Published: Lawrence, Kansas, 2005

Article

Language Material for Sentence Analysis

Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 3

Pages: 7, insert

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Language: English

Master's Thesis (Action Research Report)

Increasing Student Motivation in a Foreign Language Classroom Through Mindfulness

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this study was to explore how mindfulness practices help increase motivation in high school students in a foreign language classroom. This study was conducted at a small school in an urban area in Texas. Nineteen students between the ninth and tenth grades were the participants in this research. The data collection included a pre and post motivational questionnaire that helped identify how motivated the students felt in the classroom. Data was collected on each participant through weekly self-assessments. The results of this action research showed that the implementation of mindfulness practices helped to increase the motivation of the students in the high school Spanish class. The action research project was conducted at the beginning of the second semester of the school year with a duration of four weeks.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

You Don't Need to Speak to be Heard: The Effects of Using American Sign Language with Hearing Lower Elementary Montessori Children

Available from: St. Catherine University

Action research, American Sign Language (ASL), Language acquisition, Lower elementary, Montessori method of education

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Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

The Relationship Between Using Conceptual Language and the Depth of Student Understanding of Dynamic Addition and Multiplication in 4-9-Year-Old Montessori Students

Available from: St. Catherine University

Action research

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Abstract/Notes: This study aims to bring clarity to the relationship between procedural mathematical work and abstracted math learning when carrying in addition and multiplication. To explore this relationship, researchers employed both quantitative and qualitative data tools that unearthed the nuances within this specific process of math learning. Participants in the study included twenty-nine students from two different schools in different mixed age groups including ages three-to-six-years-old and six-to-nine-years-old. Students participated in a six-week intervention process, working on dynamic addition and multiplication using conceptual mathematical language to support the process. The findings indicate an overall two-point increase across learning variables post intervention. The conclusion of this study implores the broader educational community to revisit systemic, procedural math learning processes. In the future, we must question the finality of manipulatives and their place in the continuum of authentic math learning.

Language: English

Published: St. Paul, Minnesota, 2019

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