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Article
Notes from the Meeting of 9-12 Teachers
Publication: AMI Elementary Alumni Association Newsletter, vol. 12, no. 2
Date: 1985
Pages: insert
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Language: English
Master's Thesis (Action Research Report)
Effects of Collaboration on Elementary Teachers
Available from: St. Catherine University
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Abstract/Notes: This action research study investigated the effects of bi-weekly, guided, intentional and collaborative classroom material development on the teaching practice of elementary teachers. The study was conducted at a private Montessori school of 125 students, and two elementary teachers participated. Data was collected using a variety of research tools including participant self-assessments, a prepared environment rubric, post-collaboration meeting reflection pages, daily reflection pages and a final conference with the teachers at the end of the research period. Both teachers expressed positive feelings towards the collaborative approach of enhancing their classrooms. The teachers also appreciated the ability to share ideas and best practices with a fellow professional colleague in a targeted area. As the study progressed, the teachers were less likely to share specific information on the daily reflection pages, and student engagement that was anticipated as a result of the subject area enhancements were not as significant as hoped for. The format of these collaborative meetings in a specific subject area could be used in the future as a successful team building mechanism for the entire school staff. Also, these targeted times could encourage material making and beautification of environments throughout the school year.
Language: English
Published: St. Paul, Minnesota, 2018
Master's Thesis (Action Research Report)
The Effects of Motivational Strategies to Increase Teachers' Commitment and Enthusiasm
Available from: St. Catherine University
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Abstract/Notes: The purpose of this study was to explore motivational strategies that can be used to increase faculty and staff’s motivation in a small private Montessori school, located in New Jersey. Ten members of the faculty and staff participated in this action research project over the course of six weeks. Pre-data collection included an online motivational quiz that identified each faculty and staff member’s top three motivators. Short term goals were created by the participant with the administrator in a pre-conference based on the motivator results of each individual’s pre-test. The administrator used the motivational strategies of each faculty and staff member throughout the research to support them on their short term goal. Data was collected on each faculty and staff member through a weekly conference and reflection journal, as well as a daily job expectation and negative talk tally. The results of this action research suggest that using individual motivators for each faculty and staff member increase employee motivation and enthusiasm in the workplace. The action research project was done at the beginning of the school year when the faculty and staff are the most enthusiastic and motivated. I would like to continue my research throughout the school year, analyzing any significant changes in the data.
Language: English
Published: St. Paul, Minnesota, 2016
Doctoral Dissertation
Understanding What It Means to Be a Montessori Teacher: Teachers Reflections on Their Lives and Work
Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori method of education - Teachers
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Abstract/Notes: The overall aim of this study has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Data exploration has comprised journals, interviews, written reflections and collaborative con-textual analysis. Analysis of the teachers? occupational life histories and the findings as a whole have been used to shed light on: ?Values and specific aspects of the philosophy of Montessori edu-cation that primarily attract teachers to this profession. ?Ways in which teachers? conceptions of their professional roles reflect their own personal values, beliefs and convictions. ?Teachers? views regarding the role of Montessori education to-day and in the future. Eight female Montessori primary school teachers participated in the study. Findings reveal that the strengths of the Montessori method lie in its focus on philosophical awareness, the holistic approach and a genuine ethic of care. Montessori?s fundamental educational principles are also in alignment with the current Curriculum for Compulsory Schools (Lpo 94). On the other hand, difficulties are experienced due to conflicting tradi-tional/contemporary interpretations of Montessori theory and practice and a general lack of collaboration among Montessori teachers. Open discussion and a sharing of ideas and experiences would help Montessori teachers come to terms with how to apply fundamental principles in new ways without the fear of losing an educational ?identity?. The Montessori teachers in this study reflect this attitude. Tendencies toward continu-ity/meaningful change in education depend to a great extent on the ways in which teachers are able to critically reflect about how they think and what they do. Taking seriously what teachers have to say is in fact essen-tial in order to understand the forces that, among other things, govern and sway teachers? inner as well as outer motivations, something of relevance and concern to all involved in teaching and educational processes.
Language: English
Published: Malmö, Sweden, 2003
Doctoral Dissertation
A Comparative Study of Characteristics of Montessori Teachers Certified by Three Montessori Training Programs
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Language: English
Published: Memphis, Tennessee, 1977
Doctoral Dissertation
Ways in Which Teachers Structure Reading Instruction for Bilingual Students with Disabilities
Available from: University of Wisconsin - Milwaukee
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Language: English
Published: Milwaukee, Wisconsin, 2015
Doctoral Dissertation
Tibetanization Project: Teachers' Meanings and Perspectives
Available from: University of Virginia
Asia, Displaced communities, India, Refugees, South Asia, Tibet
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Abstract/Notes: This study investigates meanings and perspectives of Tibetan elementary school teachers with regard to Tibetan medium education termed as the Tibetanization Project. It is a qualitative study in which assertions were generated based on common themes that emerged from the participating teachers' shared perspectives. The research questions that guided this study were: (a) What does Tibetanization mean to teachers in Tibetan Children's Village (TCV) schools in India? (b) How has the Tibetanization Project changed the instructional methods of teachers? (c) Has the Tibetanization Project made education more relevant for the Tibetan children? If so, how? If not, why not? (d) How do teachers perceive the Tibetan language and cultural acquisition among the children under the Tibetanization Project? and (e) How does Tibetan medium education affect the Tibetan people in exile? As a result of the research carried out: (1) The Tibetan teachers believe that although teaching of English as a subject is important, instruction solely in a foreign language at the primary school level can deter complete understanding of important concepts, and hinder acquisition of both languages, native and foreign. (2) In order to preserve the Tibetan language and give a quality education to Tibetan children, it is imperative to use the mother tongue as the medium of instruction at the primary school level. (3) The Tibetanization Project has encouraged active participation, critical thinking, and problem solving skills among Tibetan refugee students. (4) The Tibetanization Project has enriched Tibetan vocabulary both Tibetan teachers and students of elementary schools. (5) In spite of the above mentioned benefits, teachers still doubt the practicality of the Tibetanization Project in exile. (6) Teachers believe that a Tibetan medium education would be more practical if Tibet was a free country, but because that Tibetans live in exile, education in English medium is more vital for a successful life.
Language: English
Published: Charlottesville, Virginia, 2001
Doctoral Dissertation
Narrative, Meaning Making, and Personal Development: Teachers' Storied Experience in Montessori, Steiner and Other Primary Classrooms
Available from: University of Notre Dame Australia
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Abstract/Notes: This study explored how narrative was being used to foster meaning-making in Montessori, Steiner, Government and Catholic schools. In-depth interviews of twelve teachers from the four educational settings were used to collect the teachers' stories that comprised the data on narrative use. NUD*IST software was employed to organise data and to focus on emerging concepts through data analysis. A wide spectrum of narrative uses related to meaning making was revealed. These varied understandings support using narrative to foster insight on three levels relating to several theoretical views of narrative and its importance.
Language: English
Published: Sydney, Australia, 2001
Article
Basic Schools Must Improve: Training of Teachers Is Vital, Says Mr. Nehru
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Jan 20, 1958
Pages: 7
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Abstract/Notes: "Mr. Darbarilal Sharma (U. P.) said that Congress leaders were not sincere about basic education. They sent their own children to Montessori or convent schools. If the leaders believed in the basic education system, they should first sent their children to basic schools he added."
Language: English
Article
The 11th All-India Montessori Teachers' Training Course...
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Nov 5, 1949
Pages: 3
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Abstract/Notes: "The 11th All-India Montessori Teachers' Training Course was inaugurated on Friday at the Saraswati Bhawan, Gwalior, by Her Highness the Maharani of Gwalior."
Language: English