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472 results

Master's Thesis (Action Research Report)

Efficacy of Community Building in Adult Online Learning Environments

Available from: St. Catherine University

Action research, Montessori method of education - Study and teaching, Montessori method of education - Teacher training

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Abstract/Notes: This qualitative research study was conducted during synchronous class sessions with adult learners enrolled in an online Montessori teacher education program. The aim was to determine which techniques were being used to facilitate adult learning in an online learning environment. The research collected data through data tools designed to record the observed behaviors of participants engaged in online synchronous class sessions. The data revealed the use of learning techniques beneficial to developing self-confidence, community building, and knowledge acquisition by utilizing qualitative and quantitative research methods. This study can serve as a framework for future research projects focusing on adult learning methods and techniques that will positively impact adult learners’ experience in online learning environments. This study provided evidence that supports techniques that focus on supporting and encouraging adult learners to build self-confidence while cultivating a supportive community of learners. Overall, having synchronous class sessions appear to be beneficial to the building of community, self-confidence of the adult learners, and worthwhile use of time to evaluate the effectiveness of learning in online environments. Synchronous class sessions, accompanied by asynchronous activities of adult learners, are a very effective way of educating future teachers in the Montessori method.

Language: English

Published: St. Paul, Minnesota, 2022

Master's Thesis (Action Research Report)

The Effects of Work Journals, Portfolios, and Cosmic Education on Intrinsic Motivation in an Upper Elementary Montessori Environment

Available from: St. Catherine University

Action research, Cosmic education, Upper elementary

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Abstract/Notes: The purpose of this research was to explore the effects of work journals, portfolios, and cosmic education on intrinsic motivation. The study was performed at a Montessori school in Indiana that serves children from birth through high school graduation. Thirtyfour learners in an upper elementary classroom participated in the study over the course of eight weeks. Data collection included two pre- and post-assessments, daily observations, and interviews with participants. Results of the pre- and post-assessments showed an overall decrease in both extrinsic and intrinsic motivation, although learners perceived their work as having greater value and importance. Observation data revealed an increase in desirable behaviors over the course of the study. Interviews indicated that learners enjoyed the interventions and felt they were helpful. The results of this action research suggest that the use of work journals, portfolios, and cosmic education increase engagement and flow in the learning environment.

Language: English

Published: St. Paul, Minnesota, 2016

Master's Thesis (Action Research Report)

Communicating Effectively with Parents in the Montessori Environment

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research was to examine the most effective ways of communicating with parents in the Montessori environment, and to see if incorporating technology and communication skills into the classroom would improve parent-teacher communication and relationships. This study was conducted with the parents of children ages two and a half to six years old in a private Montessori classroom. Classroom management and communication technology in the form of Montessori Compass was introduced into the classroom in order to see the impact on parent-teacher communication. Techniques for improved communication with parents were also used during parent-teacher interactions to order to build stronger relationships. The results of the study were largely positive, with 69% of parents preferring the communication interventions. Further research is implicated in the area of introducing counseling skills to teachers in order to see additional improvement.

Language: English

Published: St. Paul, Minnesota, 2015

Master's Thesis (Action Research Report)

The Effect of Teacher Interactions on Classroom Management in a Montessori Environment

Available from: St. Catherine University

Action research

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Abstract/Notes: The investigation was intended to find the effect of teacher interactions on classroom control and management in a Montessori environment. The research was conducted in three Montessori classrooms of early childhood: two primary and one toddler, in a private school. The participants were the lead teachers of each classroom and selected parents who have had two or more children in different classrooms. The data collection instruments used were observations and interviews with teachers, surveys with parents, analyzing student records and student work samples. The data showed that positive teacher interactions and positive usage of language had a great impact on classroom management and negative interactions and poor communications had a negative effect on classroom management. Further, the teachers had better control and management of the classroom if they had more knowledge of Montessori principles and adhered to those guidelines. The result of the research indicates that teachers who had more training, experience and knowledge may have better classroom management and also the capability to work within Montessori guidelines and principles.

Language: English

Published: St. Paul, Minnesota, 2014

Doctoral Dissertation

Math Play: Growing and Developing Mathematics Understanding in an Emergent Play-Based Environment

Available from: University of California eScholarship

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Abstract/Notes: This project explores how mathematics growth and development can be supported, documented and assessed in an emergent play-based early childhood education environment inspired by the practices and principles of Reggio Emilia. Using the California Preschool Learning Foundations as a framework, Math Play includes developmentally appropriate activities and environments that support cognitive development within the mathematics domain. This curriculum documents how a classroom's emergent themes were interwoven into activities and environments that did not oppose the practices and principles of the approach. Math Play successfully documented each child's mathematic understanding as well as areas needing further growth and development. With the California Preschool Learning Foundations as a framework, teachers can use Math Play to establish a child's level of understanding within this domain that plays one of important roles in assessing a child's school readiness. Math Play provides examples of how teachers can use authentic formative portfolios for assessment of growth and development. Math Play provides an alternative for standardized assessment in an emergent play-based environment that authenticates the experiences that preschool children are having while growing and developing in a Reggio Emilia inspired environment. After implementation of Math Play the following two findings were deduced : 1. Children engaged and demonstrated a range of mathematic growth and development that corresponds with the eighteen sub-strands of the California Preschool Learning Foundations. 2. Authentic formative portfolios provided an effective way to discuss individual child mathematic growth and development with assistant teachers and parents. In addition to these findings the children who were involved in this research continued to grow and develop by engaging in activities that furthered their mathematic foundation after Math Play implementation

Language: English

Published: San Diego, California, 2012

Doctoral Dissertation

Social Behavior Related to Material Settings in the Montessori Preschool Environment

Available from: ProQuest - Dissertations and Theses

Classroom environments, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Preschool children, Preschool education

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Language: English

Published: Nashville, Tennessee, 1976

Doctoral Dissertation

Environmental Awareness in Early Years Education: A Systematic Content Analysis on Research from Different Countries

Available from: HARVEST - University of Saskatchewan

Comaprative education, Environmental education, Montessori method of education, Reggio Emilia approach (Early childhood education), Waldorf method of education

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Abstract/Notes: This systematic literature review and content analysis was conducted to ascertain what research from different countries have found regarding the development of environmental awareness in the early years. Environmental awareness in the context of this study speaks to an understanding of the symbiotic relationship of the different entities coexisting within the environment. Research has shown that as children’s environmental knowledge increases, their personal attitudes are modified to more pro-environmental ways. Environmental awareness, over time, may also support children to develop a sense of identity that goes beyond the individual and encompasses how they see themselves as living cohesively as part of the environment through socialization and experience. This systematic literature review and content analysis explored what programs and practices exist in different parts of the world that engage children in various activities in biodiverse places, to support the development of their environmental awareness, which is based on their geographical location, culture, and socialization. To determine how children are supported as they develop their environmental awareness, this content analysis reviewed 80 articles from 15 countries. The findings of this systematic content analysis revealed that research from 15 countries across the world embrace the discourse of early childhood environmental education, but with different foci and objectives. These differences are sometimes determined based on social interactions, family values, community norms, national curricula, geographical locations, and culture. This systematic content analysis also revealed that young children can recognize interdependency and develop relationships with other-than-humans within the environment through programs such as nature schools, place-based education, forest schools, and other kindergarten programs. This recognition enables children to honour themselves as humans to survive and to become mindful of the needs of other entities within the environment and of the need to exist interdependently. Through programs and practices as revealed by the systematic content analysis children can deepen their environmental awareness, see themselves as part of the environment, and perhaps can then go on to participate in decision-making and action initiatives to sustain and support the environment.

Language: English

Published: Saskatoon, Saskatchewan, Canada, 2022

Article

A Learning Environment for Educationally Handicapped Children

Publication: American Montessori Society Bulletin, vol. 7, no. 2

Pages: 1-22

Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education

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Language: English

ISSN: 0277-9064

Article

Environments for Child Rearing: A Conceptual Framework

Publication: American Montessori Society Bulletin, vol. 11, no. 4

Pages: 1-8

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Language: English

ISSN: 0277-9064

Article

The Montessori Classroom: A "Diagnostic Environment"

Publication: American Montessori Society Bulletin, vol. 3, no. 1

Pages: 1-4

Classroom environments, Montessori method of education, Montessori schools, Prepared environment

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Language: English

ISSN: 0277-9064

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