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Article
Community Meeting in the Middle School
Publication: Montessori Life, vol. 8, no. 2
Date: 1996
Pages: 34–37
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Language: English
ISSN: 1054-0040
Article
What Works in Middle School
Publication: Montessori Life, vol. 8, no. 2
Date: 1996
Pages: 30–31
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Language: English
ISSN: 1054-0040
Article
Adolescence: Montessori Middle School Curriculum, Experiences and Challenges (Part 1)
Publication: The National Montessori Reporter, vol. 25, no. 4
Date: 2001
Pages: 29–34
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Language: English
Article
Identifying Priorities for Success in the Montessori Middle School
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 45
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Language: English
ISSN: 1054-0040
Doctoral Dissertation
Examining Montessori Middle School Through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents
Available from: University of California eScholarship
Self-determination, Self-determination theory
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Abstract/Notes: Montessori education was developed over a century ago. Dr. Montessori and her followers designed learning environments to meet the academic, social and psychological needs of students from eighteen months to eighteen years old. Within her writings and books, Dr. Montessori described strategies and structures that support autonomy, competence and relatedness. These same supports are found within Self-determination Theory (SDT) literature. Research points towards a link between satisfaction of the basic needs for autonomy, competence, and relatedness and increased resilience, goal achievement, and feelings of well-being. . This study examined the influence of enrollment on the development of self- determination in a Montessori middle school which is intentionally created to support the development of autonomy, competence, and relatedness on adolescents. Bounded by self-determination, critical, and student voice theory, this research was designed to give voice to the most important stakeholders in education, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education. Based on the analysis of narrative, the major themes which represented all participants in all cycles were indicators of the importance of autonomy and relatedness. Two themes, "choose type of work", "choose order of tasks" illustrate the importance of autonomy to this group of students. The last major theme, "help me stay on top of things" highlighted the importance of relatedness to the study group. From these themes implications for middle level educators, educational leaders and future researchers were developed. Participants in the study voiced strong opinions about practices which supported autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student- centered learning environment. Educational leaders can support this shift through providing staff development and planning time. Future research suggested by this study include studies which could further examine a possible link between relatedness support and student achievement and studies designed to capture the voices of students with a low measured SDT
Language: English
Published: San Diego, California, 2013
Master's Thesis (M. Ed.)
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: Library and Archives Canada
Mathematics education, Montessori method of education - Evaluation
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized, particularly in the area of Montessori education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3 to 5-years-old were selected and randomly placed in one of two groups. The experimental treatment was an "in-house" music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. This program was designed from appropriate early childhood educational pedagogies and was sequenced in order to teach concepts of pitch, dynamics, duration, timbre, and form. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 to determine if the independent variable, music instruction had any effect on students' mathematics test scores, the dependent variable. The results showed that subjects who received music enriched Montessori instruction had significantly higher mathematics scores. When compared by age group, 3 year-old students had higher scores than either the 4 or 5 year-old children.
Language: English
Published: Windsor, Ontario, Canada, 2005
Master's Thesis (Action Research Report)
The Effects of Peer Collaboration on Students’ Writing Skills and Their Attitude Towards Writing in a Hybrid Montessori Classroom of Second and Third Grade Students
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The purpose of this technology-integrated research is to understand the effects peer collaboration has on students writing skills on 2nd and 3rd graders in a virtual setting. The research took place over five weeks in a lower elementary classroom in a private Montessori school in New England area. The population included 18 students ages 8 to 9. Students participated in a 5-week intervention process, working in groups of 3 on peer collaboration, sharing ideas, and creating group written work. The findings indicate an overall beneficial effect on children’s attitude towards writing, leading to better writing skills and communication skills. Collaborative writing in a technology-integrated platform positively impacted students’ typing skills. Continued research is necessary to assess additional domains such as cognitive improvement, vocabulary effects, and students’ specific writing skills.
Language: English
Published: St. Paul, Minnesota, 2021
Article
What Happens After Montessori? What Parents, Students, and Teachers Believe About the Success of Former Montessori Elementary Students in Junior High School
Publication: Montessori Life, vol. 10, no. 4
Date: 1998
Pages: 45–47
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Language: English
ISSN: 1054-0040
Article
Materials for Older Students: Teen-Aged Students Succeed Using Montessori Methods
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 2
Date: Winter 1996
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 3, no. 1
Date: 2007
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.
Language: English
DOI: 10.21977/D93110059
ISSN: 1932-7528