Language: English

Language: English

ISSN: 0571-1142

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: This study sought to determine if the implementation of a cyclical process of student goal setting, monitoring of progress, and reflection would improve task performance and intrinsic motivation in middle school learners. Fifteen upper-elementary children in a public Montessori classroom were selected and grouped according to student and teacher perception of their performance the previous year. Prior to the intervention, students completed an assessment of their self-regulation abilities. All students received lessons on goal setting, monitoring, and reflection with the use of a self-regulation notebook to make themselves aware of the standards, set goals, track their progress, and reflect on performance. Teachers collected data regarding on-task performance and on-task behavior. The results showed an increase in both on-task behavior and task completion, but no consistent increase in students’ perception of their self-regulation abilities. A suggestion for further research could be conducting a study of the effect that intentional conversation and student interviews would have on student self-perception of their ability to self-regulate.

Language: English

Published: St. Paul, Minnesota, 2017

Language: English

Abstract/Notes: This action research study investigated the use of child-led play in an after school club as a means to reduce peer conflict and increase cooperation. Prior literature suggests that children behave differently during imaginative play and exhibit greater natural behavior regulation when adult involvement is limited or removed. A small group of child participants, aged 9-14 years, were given materials necessary for a roleplaying game where players take on imaginary characters and cooperatively complete dangerous quests. One child acted as game leader, designing the adventure’s challenges and providing rules adjudication. The children attended six game sessions and completed questionnaires after each meeting. I recorded incidents of conflict between children and rated each game tables' self-management of disagreement. The children also provided verbal feedback in large group discussions. This study indicated that child conflict decreased over time while child awareness increased. Additionally, the children enjoyed their participation. The children who acted as game leaders experienced the greatest change in awareness, resulting in higher expectations of their fellow students. This study has convinced me to incorporate more child-led activity in curricular and extracurricular scenarios. The empathy and self-awareness that grew from leadership during free-play proved the children's good use of independence.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: Bu araştırmada Montessori günlük yaşam becerileri çalışmalarının zihinsel yetersizliği olan çocukların öz bakım becerilerine etkisi incelenmiştir. Araştırmanın deneklerini 2019-2020 eğitim-öğretim yılında Aksaray ili Sarıyahşi ilçesine bağlı bir ilkokuldaki özel eğitim sınıfına devam eden üç zihinsel yetersizliği olan çocuk (hafif, orta, ağır düzeyde) oluşturmaktadır. Denekler, seçkisiz (rastgele) olmayan örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılarak belirlenmiştir. Katılımcılar ölçüt olarak, farklı engel düzeylerinin olmasına göre belirlenmiştir. Araştırmada tek denekli araştırma desenlerinden ABA modeli kullanılmıştır. Araştırmanın nicel verilerini toplamak için "Öz Bakım Becerileri Değerlendirme Testi" kullanılmıştır. Nitel verileri toplamak içinse gözlemci sınıf öğretmenine uygulama sonunda sorular sorulmuştur. Elde edilen veriler, çizgi grafiğiyle sunulmuştur. Araştırmanın sonuçlarına göre Montessori günlük yaşam becerileri çalışmaları hafif ve orta düzey zihinsel yetersizliği olan çocukların öz bakım becerilerini olumlu yönde etkilemiştir. / In this research, the effect of Montessori practical life studies on the self care skills of children who have mental retardation was observed. The subjects of the study consist of three mentally disabled children (mild,moderate,severe) attending a special-ed class in a primary school in Sarıyahşi district of Aksaray province in the 2019-2020 academic year. The subjects were determined by using the criterion sampling method, which is one of the non-random sampling methods. Participants were determined according to the different levels of disability as a criterion. In the study, ABA(Applied Behavioral Analysis) model, which is one of the single-subject research designs, was used. The 'Self Care Assessment Test' was used to collect the quantitative data of the study. Questions were asked to the observer classroom teacher to collect qualitative data at the end of the application. The data acquired are presented with a line chart. According to the results of the study, Montessori practical life studies positively affected the self-care skills of children with mild and moderate mental retardation.

Language: Turkish

Published: Konya, Turkey, 2021

Language: English

ISSN: 0519-0959

Abstract/Notes: The present study is a test of Self -Determination theory, which is well established in the field of education with a huge body of empirical evidence to support its assumptions that when the three universal psychological needs (Autonomy, Competence & Relatedness) of a child are met they will grow and function optimally leading to enhanced well-being. It is evident that Montessori philosophy is overlapping with the components of SDT. This study was conducted to examine the extent to which the three psychological needs are satisfied in Montessori schools in comparison to the Traditional schools. A purposive sample size of 80 children in elementary grades was selected from both Montessori and Traditional schools. Perceived support experienced by the children and their Well-Being was determined to establish the assumption of the SDT. The results showed that children in Montessori schools experienced greater satisfaction of needs when compared to traditional school children. However, the well-being of children from both school types didn’t vary much and the causes can be attributed to factors outside classroom. These findings have some strong implications for policy makers, educators and parents.

Language: English

Published: Bangalore, India, 2018