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Sensitive Periods and the Montessori Elementary Method: A Focus for Research
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Language: English
Published: Duluth, Minnesota, 1983
Book
Montessori Geography Curriculum Manual: A Hands-On Sensory-Motor Based Guide for the Montessori and Open Classroom Geared to Preschool and Elementary Grades
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Language: English
Published: Hemet, California: Education System Publisher, 1988
Book
Implementing a non-graded elementary program
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Language: English
Published: Portland, Oregon: NWEWL, 2000
Series: NW Regional Education Laboratory School Improvement Research Series
Article
Robotics in the Elementary and Preschool Classroom
Publication: The National Montessori Reporter, vol. 27, no. 2
Date: 2003
Pages: 30–34
Classroom environments, Elementary education, Elementary schools, Information and communications technology (ICT), Montessori method of education, Preschool education, Robotics in education, Technology and children
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Abstract/Notes: Part 2 of a series
Language: English
Doctoral Dissertation (Ph.D.)
The Role of Educational Evaluation in Three Selected Montessori Elementary Classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.
Language: English
Published: Newark, Delaware, 1989
Book
A Parent's Guide to Montessori Elementary
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Language: English
Published: Cleveland, Ohio: NAMTA, 1981
Master's Thesis (M. Ed.)
Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms
Available from: American Montessori Society
Classroom environments, Early childhood care and education, Early childhood education, Elementary education, Montessori method of education - Evaluation, Montessori schools, Prepared environment
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Abstract/Notes: Lack of knowledge about how formative assessment is routinely used in classrooms is a problem for schools and teachers who want to adopt these practices and for schools and teachers who struggle to explain to stakeholders how they use formative assessment to understand and advance their students’ academic growth. Formative assessment has a long history in Montessori education, where it is foundational to teachers’ practice. This project examined the use of summative and formative assessment by Montessori lower elementary teachers in public and private schools. An online survey, classroom observations, and semi-structured interviews were used to collect qualitative and quantitative data on frequency of use for summative and formative assessment; types and frequency of formative assessment use; and meanings which teachers assigned to them. Results indicated that Montessori lower elementary teachers in both public and private schools used summative assessments, with public school teachers using them more than private school teachers, reflecting the requirements of public schools for data collection. Montessori teachers in both types of schools showed a high degree of frequency and unanimity of practice in their use of formative assessment, especially in use of observation and conversation as formative assessment. Findings could by used by schools and teachers who want to understand formative assessment practices as they are enacted in classrooms in order to begin to adopt some of these practices. Findings could be used by Montessori schools and teachers to develop understanding of how they know what their students know in the absence of summative assessment data. This study points to professional development opportunities for public and private schools.
Language: English
Published: Bothell, Washington, 2014
Article
Elementary: Uninterrupted Work Period: Deliberations of the Task Force
Publication: AMI/USA News, vol. 16, no. 1
Date: Mar 2003
Pages: 2
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Language: English
Article
Why the Extended Work Period Is Central to Montessori Elementary Pedagogy
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 2-3
Date: 2003
Pages: 52–57
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Language: English
ISSN: 0519-0959
Master's Thesis (Action Research Report)
Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Three-hour work cycle, Upper elementary, Work periods
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Abstract/Notes: The purpose of this study was to determine the effects of a mindfulness curriculum and practices on student self-regulation and work completion. The study took place in a large suburban school in western Canada with 19 participants in a grade four, five and six Montessori classroom. The intervention took place over a period of six weeks, during which the researcher led mindfulness lessons using the MindUp curriculum. Additionally, students took part in mindfulness and yoga practices daily and weekly, respectively. Data was collected using student journals, an observational tally, student work cycle folders, and student pre and post surveys. The data shows an increase in mindful and self-regulated behavior as well as improved work completion rates. It is recommended that future studies focus on a broader subject base as well as a more longitudinal period of intervention and data collection.
Language: English
Published: St. Paul, Minnesota, 2020