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740 results

Master's Thesis (Action Research Report)

Inclusion of Special Needs Students in a Montessori Elementary Classroom

Available from: St. Catherine University

Action research, Americas, Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, North America, People with disabilities, Special education, United States of America, Upper elementary

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Abstract/Notes: This study project was designed to study the effectiveness of implementations to aid in the successful inclusion of special needs students in a Montessori elementary classroom. This study also looked at the impacts that inclusion has on special-needs students. This study took place in a small Montessori upper elementary classroom of fourth through sixth grade in the southern United States. The implementations included self-control building, self-regulating and calming activities, Grace and Courtesy lessons, team building activities and oral reading, discussions and journal entries of Wonder (Palacio, 2012) Data was collected using student journals, an observational tally, researcher’s field journal, discussion notes and parent pre mid and post surveys The findings indicate there is a correlation of use of the implementations and a reduction of inappropriate interactions. It is recommended that future studies focus on a larger subject base as well as a more longitudinal period of implementations and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Article

The Dalton Plan for Montessori Elementary and Secondary Students

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 12, no. 2

Pages: 5–20

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Language: English

ISSN: 0010-700X

Master's Thesis (M.A.)

"It's What We Use as a Community": Exploring Students' STEM Characterizations In Two Montessori Elementary Classrooms

Available from: University of Minnesota Libraries

Elementary education, Elementary students, Montessori schools

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Abstract/Notes: Integrated science, technology, engineering, and mathematics (STEM) education promises to enhance elementary students’ engagement in science and related fields and to cultivate their problem-solving abilities. While STEM has become an increasingly popular reform initiative, it is still developing within the Montessori education community. There is limited research on STEM teaching and learning in Montessori classrooms, particularly from student perspectives. Previous studies suggest productive connections between reform-based pedagogies in mainstream science education and the Montessori method. Greater knowledge of this complementarity, and student perspectives on STEM, may benefit both Montessori and non-Montessori educators. This instrumental case study of two elementary classrooms documented student characterizations of aspects of STEM in the context of integrated STEM instruction over three months in the 2016-2017 school year. Findings show that the Montessori environment played an important role, and that students characterized STEM in inclusive, agentive, connected, helpful, creative, and increasingly critical ways. Implications for teaching and future research offer avenues to envision STEM education more holistically by leveraging the moral and humanistic aspects of Montessori philosophy.

Language: English

Published: Minneapolis, Minnesota, 2017

Doctoral Dissertation (Ph.D.)

Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools

Available from: American Montessori Society

African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America

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Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.

Language: English

Published: Charlotte, North Carolina, 2016

Master's Thesis (Unpublished)

A Comparative Analysis of the Standardized Test of Scores of Students Enrolled in the HISD Montessori Magnet and Traditional Elementary Classrooms

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Language: English

Published: Houston, Texas, 1988

Article

Elementary: California Gathering Again Lifts Vision and Practice of Classroom Teachers [Experienced Montessori Elementary Symposium, March, 2000, Monterey Bay, California]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 12, no. 4

Pages: 23

Public Montessori

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Language: English

ISSN: 1071-6246

Book

The Elementary Child as a Member of Society: How Through Understanding and Implementation of Montessoi Principles an Adult Can Manage and Elementary Classroom to Fully Aid the Child's Development

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Language: English

Published: Rochester, New York: American Montessori Society, 2011

Article

N.C.M.E. Elementary Training, Amarillo, Texas and Lessons Given to Elementary Montessori Children

Publication: The National Montessori Reporter

Pages: 8–9

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Language: English

Article

Toddlers: Montessori's Youngest Students in School and at Home

Publication: Tomorrow's Child, vol. 7, no. 4

Pages: 5–9

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Abstract/Notes: Excerpt from The Joyful Child (Michael Olaf's Essential Montessori for ages 0-3)

Language: English

ISSN: 1071-6246

Article

International Students to Attend AMS Centers

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 13, no. 1

Pages: 28

Public Montessori

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Language: English

ISSN: 1071-6246

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