Language: English

Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.

Language: English

Published: Marquette, Michigan, 2009

Abstract/Notes: Connects the imagination with one's affective states as related to 8- to 15-year-old students' engagement in a story or narrative. Discusses particular characteristics of narratives that engage students' imagination during these years and characteristics that are imaginatively engaging but in which the narrative component is less prominent. (BB)

Language: English

ISSN: 1522-9734

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

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