Abstract/Notes: In this study, ten third-grade students in a Montessori classroom were observed and encouraged to discover strategies to help them manage their coursework. The teacher facilitated individual conferences with each student that focused on developing specific independent work time strategies. The students also had the opportunity to assemble a portfolio and to reflect on their progress. In addition, quantitative data was collected that focused on student engagement and work completion. The study revealed that students were drawn to larger projects, particularly in history and geography. They were also drawn to work that would need little to no guidance to complete. Based on these findings, to engage students in various subject areas there should be opportunities for one-on-one feedback and for large, culminating projects as long as all necessary resources for completion are easily accessible to students.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: A growing interest in the benefits of youth meditation has led to new research in early childhood and elementary classrooms. The results of the existing studies are promising, but the body of research is limited and does not include children in a Montessori setting. Youth meditation studies have reported improvements in social-emotional behaviors, self-regulatory skills, executive function, and attention as a result of consistent meditation practices. An action research project was designed to determine if ten children, between the ages of two and a half and six years, in a Montessori classroom would demonstrate an increase in focus and concentration after six weeks of daily meditation practice. Data collection transpired via teacher observations, rating scales, and checklists. The results of this study denoted favorable variations in focus and concentration after the implementation of daily meditation. Future considerations include completing a lengthier assessment to determine the full effects of meditation on students' behavior as well as conducting a comprehensive study that incorporates additional Montessori schools.

Language: English

Published: River Falls, Wisconsin, 2019

Abstract/Notes: 由于教学对象的特殊性,培智数学教学存在难以找到合适的教材、难以统一进度、教学时间被割裂等难题.而蒙台梭利教学法有丰富的教具,教具蕴含丰富的学科知识,教具的可操作性强和学生控制教学进度等特点解决了培智数学教学中的难题,值得在培智数学教学中应用.但在实际的教学过程中也需要对蒙氏教学法进行一定的调整,以便发挥更好的效果.

Language: Chinese

ISSN: 1004-8014

Abstract/Notes: Class meetings, community building

Language: English

Language: English

Language: English

Abstract/Notes: The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon. The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues. The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.

Language: English

Published: Montreal, Quebec, Canada, 2002

Abstract/Notes: Tato diplomová práce se zabývá školním hodnocením. Práce je rozdělena na dvě části, a to teoretickou a praktickou. V teoretické části dochází nejprve k vysvětlení Montessori pedagogiky a jejich principů jako jsou svoboda dětí, předem připravené prostředí či principy věkové heterogenity. Dále se zde pojednává o didaktickém materiálu, které tyto typy škol využívají. Poslední částí této kapitoly je postavení učitelů a dospělých ve škole. Poté následuje kapitola o hodnocení. Dochází zde k vymezení jeho definice, jaké funkce hodnocení existují a také typy, které jsou ve školách využívány. V neposlední řadě pak formy hodnocení, tedy klasifikace pomocí známek a slovní hodnocení. Druhou částí této práce je praktická část. Cílem praktické části je najít odlišnosti ve způsobu hodnocení ve dvou typech základních škol, tedy v Montessori základní škole a běžné základní škole a také zjistit, které typy hodnocení, o kterých pojednává teoretická část, jsou v hodinách nejvíce využívány. Pro výzkum byla použita metodu pozorování a hloubkové rozhovory s vyučujícími, u kterých probíhal náslech. Výsledky praktické části ukázaly, že oba typy základních škol využívají jiné formy hodnocení. V běžné základní škole se jedná nejvíce o známky, které jsou i na vysvědčení. V Montessori základní škole se využívá slovní hodnocení a zpětná vazba žákova výkonu. Na konci roku pak žáci dostávají tzv. dopisy, které shrnují jejich výsledky na uplynutý rok. / This diploma thesis deals with a school assessment. It is divided into two parts, the theoretical and the practical one. In the theoretical part, first of all, the Montessori pedagogy and its principles like a freedom of children, beforehand prepaired surroundings or principals of the age heterogeneity are clarified. Further on the didactical material, used in those types of schools, is discussed. The last part of this chapter deals with the position of teachers and adults at school. Next there is a chapter about the assessment. It circumscribes the definition, functions and types of the assessment used in schools. Last, but not least, the forms of the assessment, which means classification by marking or a word evaluation. The second part is the practical one. It is aimed at finding the difference between the way of assessment in two types of primary schools, which means the Montessori primary school and an ordinary primary school and also at finding out, which types of assessment, concerned by the theoretical part, are used the most during lessons. For the research the method of observation and in-depth conversations with the teachers, at whose lessons the sitting in on a classes took place, were used. The outcome of this work was that both types of primary schools use different types of assessment. At the ordinary school it is mostly about the grades, which also occur at the school report. At the Montessori school, the verbal assessment and a feedback to student’s performance is used; at the end of the year the students receive the so called letters, which summarize their results from the last year.

Language: Czech

Published: Prague, Czechia, 2017

Language: English

ISSN: 0519-0959

Language: English

Published: [Washington, D.C.]: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education, 2007