Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: Discusses the use of self-directed learning within the framework of shared inquiry. Compares this concept of authentic engagement--whereby students are held responsible for group problem solving and working together to discuss ideas related to difficult texts--to Maria Montessori's focus on independent learning within a prepared environment. (MDM)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1071-6246

Abstract/Notes: A comparative study of selected franchise day care, Head Start, Montessori, community day care, and laboratory nursery schools.

Language: English

ISSN: 0044-0728

Abstract/Notes: Benefits of AMS school accreditation include: * Providing a road map for ongoing reflection, evaluation, and improvement of programs * Offering families assurance of a quality Montessori education at a school that meets a global standard of excellence * Promoting community among staff members who are integral to the mission and vision of the school * Being recognized in many states that grant AMS-accredited schools significant advantages, such as recognition within a state's quality rating and improvement system (QRIS) or exemption from particular state licensing requirements * Recognition by the National Council for Private School Accreditation, providing automatic dual accreditation when AMS accreditation is granted * Enabling cooperative accreditation with 20+ national and regional accrediting associations-earning multiple accreditations for the work of one! [...]schools incrementally work through the verification, reflection, and strategic planning of the school accreditation process. Promoting the delivery of quality Montessori education is a priority of AMS, so we sought to design a method of support for our member schools to pursue continuous improvement that could lead to accreditation in a Montessori way-incrementally and at a manageable pace that suits each individual school.

Language: English

ISSN: 1054-0040

Abstract/Notes: Goal Orientation Theory focuses on the types of goals that individuals pursue, and analyzes the influence of school structures on student motivation and learning. This research used the explanatory sequential design of mixed methods to identify the elements and teaching strategies present in the Upper Elementary classrooms of the Puerto Rico Montessori Public Schools Project used by their teachers that explain the perception of their students as environments that promote mastery goal orientation. In the quantitative phase, a questionnaire was administered to students of nine classrooms to identify their personal goal orientation and their perception of the goal structure of their learning environments. In the second phase of the study, the analysis of the quantitative data collected in the first phase of the study was used to identify three classrooms with varying degrees of mastery goal orientation structure. Through a qualitative approach, the elements and teaching strategies that promote a structure related to the mastery goal, as perceived by their students, were identified through individual interviews with their teachers. The findings point to the Upper Elementary classrooms as environments oriented mainly to the mastery goal and identify and describe strategies and elements in them that promote and reinforce this orientation in their students. Alternate abstract: La Teoría de orientación a la meta se enfoca en los tipos de meta que los individuos persiguen, y analiza la influencia de las estructuras escolares en la motivación y aprendizaje estudiantil. Esta investigación utilizó el diseño secuencial explicativo de métodos mixtos para identificar los elementos y las estrategias de enseñanza presentes en los ambientes de Taller II (9–12 años) del Proyecto de Escuelas Públicas Montessori de Puerto Rico utilizadas por sus guías que explican la percepción de sus estudiantes como ambientes que promueven la orientación a la meta de aprendizaje (mastery goal orientation). En la fase cuantitativa se administró un cuestionario a estudiantes de Taller II para identificar su orientación de meta personal y su percepción sobre la estructura de metas de sus ambientes. En la segunda fase del estudio se utilizó el análisis de los datos recopilados en la primera fase del estudio para identificar tres ambientes con distintos grados de orientación a la meta de aprendizaje. A través de un acercamiento cualitativo se identificó, mediante entrevistas individuales a sus guías o maestras, los elementos y las estrategias de enseñanza que promueven una estructura relacionada a la meta de aprendizaje. Los hallazgos señalan a los Talleres II como ambientes de aprendizaje orientados mayormente a la meta de dominio, e identifica y describe estrategias y elementos en ellos que promueven y refuerzan esta orientación en sus estudiantes.

Language: Spanish

Published: Río Piedras, Puerto Rico, 2022

Language: English

ISSN: 0140-0460