For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Study of Stone Age Cultures [Summary of presentations by Kevin O'Loughlin, Marilyn Spitz, Elise Huneke-Stone, and Julie McDermott at 1997 Summer Conference]
Publication: AMI Elementary Alumni Association Newsletter, vol. 30, no. 3
Date: 1998
Pages: 4–5, insert
See More
Abstract/Notes: Includes bibliography for early human studies [insert]
Language: English
Master's Thesis (Action Research Report)
Becoming and Belonging: The Effect of the Lessons of Grace and Courtesy on Peer Reverence in a Montessori Primary Environment
Available from: St. Catherine University
See More
Abstract/Notes: The purpose of this action research project is to determine the effect of the lessons of Grace and Courtesy on children's peer reverence in a Montessori primary (ages 3-6) environment. This research study was conducted at a private Montessori School in a midwestern suburb. The four-week study was completed in a Primary Montessori environment with 13 children, ranging in age from three to six years old. During the study, data was collected on behaviors related to peer reverence and the lessons Grace and Courtesy. Data was also collected on the collective attitude, as observed and reflected on, by the adult. Data from the study showed that the use of the lessons of Grace and Courtesy correlated to the decrease in number of undesired behaviors and increase in number of desired behaviors related to peer reverence. Further study could include the effect of lessons of Grace and Courtesy on conflict resolution; the effect of the lessons of Grace and Courtesy on social skills; the effect of daily repetition of the same lesson of Grace and Courtesy; the use of cards to follow-up on the lessons of Grace and Courtesy; and the use of the lessons of Grace and Courtesy outside a Montessori environment.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom
Available from: St. Catherine University
See More
Abstract/Notes: This action research project studied the effects of introducing Spanish vocabulary words to a mixed-ages Montessori primary classroom on Spanish vocabulary acquisition and implementation. Spanish vocabulary words were presented in group lessons in half-hour intervals twice a week for four weeks using flashcards. There were three sets of cards –color, fruit, and grace and courtesy. Lessons were given in the Montessori three-period lesson format. Data collection tools provided data that supported successful results with a steady increase in Spanish vocabulary acquisition and implementation. At the conclusion of the study, future research could explore the use of real objects, using extensions to children who show greater interest in acquiring more words, and using songs to teach words. This study was able to provide strong evidence for the positive impact on Spanish vocabulary acquisition and implementation.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
The Effect of Control-Based Group Games on Self-Controlled Behavior in a Primary Montessori Classroom
Available from: St. Catherine University
See More
Abstract/Notes: This action research study aims to determine the effect of control-based group games on self-controlled behavior in a Montessori primary classroom. The study took place over a period of four weeks and included 17 participants ages 35 months to 6 years. A control-based group game, such as Red Light/Green Light or Simon Says, was implemented daily. Both quantitative and qualitative data was collected from these games, as well as from observations of behavior in the classroom. Though the study found no significant correlation between game outcomes and self-controlled behavior in the classroom, the self-control skills needed to succeed in the games increased notably over the duration of the study. This drastic improvement in self-control skills suggests the need for future, more targeted research opportunities.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
The Impact of Extended Recess with Loose Parts Play on Montessori Primary Student Self-Regulation and On-Task Behaviour
Available from: St. Catherine University
See More
Abstract/Notes: The purpose of this investigation was to study the impact of extended recess with loose parts play on student self-regulation at recess and on-task behavior after recess. The population for this action research study were students in grades one through three at a public Montessori elementary school in the Lower Mainland of British Columbia during a Covid-restricted school year. The intervention involved 45-60 minutes of extended recess with access to loose parts play for three weeks. Data collection included the following: loose parts play field observations, conflict type and frequency, on-task behaviors tally, and student self-assessments of on-task behaviors. As a result of the intervention, students experienced fewer conflicts at recess and more on-task behaviors after recess. Due to the findings, future actions include trying different schedules of extended recess with rotating access to loose parts and inviting more children to join.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
Building Self-Efficacy as a First Year Primary Montessori Teacher
Available from: St. Catherine University
See More
Abstract/Notes: The purpose of this paper is to increase the self-efficacy of a first-year teacher, with a focus on increasing the subject’s comfort with the autonomy required of the position. The subject teaches in a Montessori classroom of preschool-aged children (designed for 3-6 year olds, serving 3 year olds) at a young school in an urban environment. This was done through interventions that focused on factors of vicarious experience and social persuasion, as informed by Albert Bandura’s research. Data was collected through surveys that measured self-efficacy, satisfaction with life and job satisfaction, and through daily physical, mental, and emotional scales. Written reflection was evaluated through charting positive, neutral, and negative language. Interventions resulted in a significant increase in self-efficacy, with the influence of social persuasion having the largest impact on all factors. Future research might consider collective efficacy’s connection to social persuasion, and how a novice teacher’s sensitivity to social persuasion and vicarious experience may shift towards other factors that influence efficacy, with greater work experience.
Language: English
Published: St. Paul, Minnesota, 2019
Article
The Mathematical Mind [Summary of talk by Margaret Stephenson at 1999 refresher course]
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 3
Date: 1999
Pages: 5–6
See More
Language: English
Master's Thesis (Action Research Report)
Behavioral Effects of Outdoor Learning on Primary Students
Available from: St. Catherine University
See More
Abstract/Notes: Children have an innate sense of curiosity about nature. “When children come in contact with nature, they reveal their strength” (Montessori, 1967, pg. 69) and therefore, outdoor education can be a useful learning tool for students. Whether being outdoors or bringing the nature-based activities inside, children have the opportunity to work with all of their senses. A growing number of schools around the United States have begun adding outdoor learning to their curriculum (Lieberman & Hoody, 1998) to bring a positive outcome to students’ behavior. Outdoor learning provides another environment that children can thrive in and hopefully benefit from. As many students struggle with learning confined to an indoor learning environment, like most classrooms, changing the environment offers students a uniquely rich context to frame student learning and provides them with movement, stimulation and grabs their attention so they can focus better (Bjorge, Hannah, Rekstad and Pauly, 2017). “If students are more focused, it is less likely for them to cause disruptive behaviors” (Bjorge, et. al, p. 4). This positive change in behavior is beneficial for everyone including students, teachers, and parents. By incorporating outdoor learning regularly in a classroom, children are given the freedom to move and explore on a sensorial level that may promote positive learning abilities. Using the outdoor environment as a classroom setting can have an impact on children who are not successful in an indoor classroom setting. According to existing research, (Bjorge, et. al, 2017; James, J.K. and Williams, T., 2017; Lieberman & Hoody, 1998) student motivation and concentration behaviors, as well as overall well-being, can be greatly impacted and improved through outdoor learning opportunities.
Language: English
Published: St. Paul, Minnesota, 2019
Master's Thesis (Action Research Report)
The Effect of Purposeful Movement in the Garden On Attention and Focus in the Primary Montessori Classroom
Available from: St. Catherine University
See More
Abstract/Notes: This study explores how gardening affects students’ focus and attention in a primary Montessori classroom. Over the course of a four-week intervention, the teacher-researcher provided eleven students with mini-gardening lessons, followed by time to use purposeful movement in the garden. When students returned to the classroom to assume their Montessori work activities, the researcher collected data by recording the time it took the students to get on task, whether or not students were focused, and which unfocused behaviors were exhibited. A pre-and post-attitude scale was completed by the students to determine prior experiences and attitudes towards gardening. The study revealed that during the intervention, time to get on task decreased and ability to focus increased. Students who were habitually inattentive and not focused continued this pattern, but did show improvement over the life of the study. Further research is needed to support these findings; post-intervention data could be collected to determine long-term impacts, and a higher number of students should be involved in the intervention for generalization purposes.
Language: English
Published: St. Paul, Minnesota, 2018
Doctoral Dissertation
Da pedagogia Montessori ao projeto. Uma escola primária para Crespano del Grappa [From Montessori Pedagogy to Design: A Primary School for Crespano del Grappa]
Available from: Universidade do Porto - Repositório Aberto
Architecture, Europe, Italy, Montessori method of education, Montessori schools, Southern Europe
See More
Abstract/Notes: O diálogo entre arquitetura e pedagogia intensificou-se nota velmentenas últimas décadas, contudo, no âmbito italiano os exemplos de escolas que fogem aos rígidos modelos tradicionais representa mainda casos isolados. Esta dissertação pretende aprofundar o processo de desenho de projeto para uma Escola Primária pública situada em Itália, em Crespano del Grappa na região de Vêneto, enquadrada no Programa Nacional Scuole Innovative que, através do lançamento de um concursopara 51 novas escolas, representa uma tentativa de inovação no panorama escolar italiano. Apoiado na pedagogia Montessori, ou, mais especificamente, centrando-se na possibilidade de relação entre as suas pioneiras práticas educativas e o desenvolvimento de um ambiente de ensino que possa revelar-se realmente estimulante à aprendizagem, opresente projeto tenta conjugar todas estas preocupações, com osentido do lugar e da escola entendida como equipamento público de referência para a comunidade. [The dialogue between architecture and pedagogy has intensified considerably in the last decades; however, in the Italian context, examples of schools that try to flee the rigid traditional models still represent isolated instances. This dissertation intends to deepen the process of designing a Public Primary School located in Italy, in Crespano del Grappa, in the Veneto region, as part of the national program Scuole Innovative which, through the launch of a competition for the construction of 51 new schools, embodies an attempt to innovate in the Italian school scenery. Based on the Montessori pedagogy or, more specifically, focusing on the possible relationship between its pioneering educational practices and the development of an educational environment, that could be really stimulating to learning, the present project tries to combine all these concerns, with the sense of the place, the landscape and the school as a public reference equipment for the whole community.]
Language: Portuguese
Published: Porto, Portugal, 2018