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Conference Paper
The Effects of Multiage Grouping on Verbal Interaction, Achievement and Self-Concept
Annual Conference of the American Association of School Administrators (112th, Anaheim, California, February 15-18, 1980)
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Abstract/Notes: Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and receiving each interaction, the number of children in each age group who initiated interactions to the teacher, and the number of children in each age group who were present in the classroom. Interactions were classified as dominant, submissive, or neutral. Results indicate: (1) older children tended to initiate proportionately more interactions when three ages were grouped together, but not when only two ages were grouped together; (2) children of one age did not dominate the teacher's attention; (3) interaction within age groups was high and interaction between age groups was low when three age groups were present, but not when two age groups
Language: English
Published: Arlington, Virginia: American Association of School Administrators, Feb 1980
Report
An Analysis of Verbal Interaction in Multiage Classrooms
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Abstract/Notes: The purpose of this study was to analyze the verbal interactions of children assigned to multiage classrooms. Specifically, the study investigated whether children of a particular age group interact with other children across age groups and the types of interactions each age group display. It also investigated student-to-teacher interactions and student-to-student interactions to see if interactions initiated by children are dispersed across age groups. An interaction in this study is defined as a verbal exchange between two children or between a child and the teacher. Groups studied consisted of classrooms containing children of two ages (e.g., six- and seven-year-olds) and groups containing children of three ages (e.g., eight-, nine-, and ten-year-olds). When three ages were combined in a classroom, the older children tended to dominate the conversation directed to other children in the class. This tendency was not present when two ages were combined. Combining children of
Language: English
Published: Cortland, New York, Aug 1977
Article
Diploma Holders' Meetings [Nonverbal communication, dyslexia]
Publication: Montessori Quarterly, vol. 11, no. Supplement
Date: May 1979
Pages: 17–19
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Language: English
Article
Multiage Classrooms: An Analysis of Verbal Communications
Available from: JSTOR
Publication: The Elementary School Journal, vol. 75, no. 7
Date: Apr 1975
Pages: 458-464
Early childhood care and education, Early childhood education, Interpersonal communication in children, Nongraded schools, Teacher-student relationships
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Abstract/Notes: Presents a quantitative analysis of communication networks in multiage classrooms (consisting of 4- to 7-year-olds) to determine if: (1) pupils interact with peers across age groups; (2) the pupil/teacher interaction is dispersed across age groups; and (3) certain learning centers are more conducive to interaction across age groups than others. (ED)
Language: English
DOI: 10.1086/460934
ISSN: 0013-5984
Book Section
Verbale Bewertung in den Jahrgangsstufen 5 und 6
Book Title: Neue Formen des Lehrens und Lernens Leistungsbewertung ohne Zensuren und jahrgangsübergreifender Unterricht in der Montessori-Gesamtschule Potsdam
Pages: 56-85
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Language: German
Published: Bad Heilbrunn, Germany: Klinkhardt, 2007
ISBN: 978-3-7815-1545-1 3-7815-1545-1
Master's Thesis (Action Research Report)
The Effects of Connecting Rituals on Verbal Conflicts in the Montessori Preschool Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research project was to see if a program through Conscious Discipline called Connecting Rituals would decrease the number of verbal conflicts in a Montessori preschool classroom. Conscious Discipline is a non-punitive, non-adversarial behavior program that is backed by current brain science. One aspect of the Conscious Discipline model is Connecting Rituals. Connecting Rituals are short games, nursery rhymes, and finger plays that adults and children do together in large or small groups. The Connecting Rituals would increase self-regulation and social skills in a Montessori preschool classroom. The study was conducted in a Montessori preschool classroom at a small Montessori school in the Midwestern United States with 23 preschool children, 2.5-6 years old children. Data was collected over a 4 week period using tally marks to record the number of conflicts, a large group discussion, a teacher daily journal and a post-connecting ritual form. Every day the researcher did a Connecting Ritual at the large group gathering with all the children before lunch and at least one Connecting Ritual with each child during the morning work time over a two week period. The study found that the Connecting Rituals did decrease the number of verbal conflicts, but the results were not significant. Further study is needed to understand the long term effects of using Connecting Rituals in the classroom.
Language: English
Published: St. Paul, Minnesota, 2020
Article
The Nonverbal Lessons of Attachment
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1995, no. 1
Date: 1995
Pages: 9–16
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Language: English
ISSN: 0519-0959
Article
Whole Language: Learning the Natural Way
Publication: Montessori Life, vol. 1, no. 1
Date: 1989
Pages: 6–9, 24
Language acquisition, Language experience approach in education, Montessori method of education, Montessori schools
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Language: English
ISSN: 1054-0040
Article
The Effects of Music Instruction on Learning in the Montessori Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 3
Date: 2008
Pages: 24-31
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Abstract/Notes: The value of music in educating the young child is not being recognized, particularly in the area of mathematics. Despite the amount of literature available regarding the effects of music instruction on academic achievement, little has been written on different Montessori music pedagogies and their effects on students' math scores. This article presents the findings of a study that examined the difference in math achievement scores between Montessori students who received traditional Montessori instruction and students who received music enriched Montessori instruction. Results revealed that students who received music-enriched Montessori instruction had higher levels of mathematics achievement than students who received traditional Montessori instruction. (Contains 3 tables.)
Language: English
ISSN: 1054-0040
Article
Perceptual Learning and Lifelong Montessori
Publication: Montessori Life, vol. 11, no. 4
Date: 1999
Pages: 41–42
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Language: English
ISSN: 1054-0040