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Master's Thesis (Action Research Report)
The Impact of Creative Movement Presentations on Dance Participation and Student Attitudes Towards Dance in a Montessori Early Childhood Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education, Movement education
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Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.
Language: English
Published: St. Paul, Minnesota, 2021
Article
Awareness Programs Help Change Attitudes Toward Disabled Peers
Publication: Montessori Life, vol. 9, no. 3
Date: 1997
Pages: 12–13
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Abstract/Notes: Includes children's book list
Language: English
ISSN: 1054-0040
Article
The Computer Gender Gap: Children's Attitudes, Performance, and Socialization
Publication: Montessori Life, vol. 7, no. 4
Date: 1995
Pages: 33–36
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Language: English
ISSN: 1054-0040
Article
Fostering Positive Interethnic Attitudes in Young Children
Publication: Forza Vitale!, vol. 22, no. 2
Date: 2003
Pages: 15–19
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Language: English
Article
Teacher attitudes toward multi-age classes
Publication: Education Canada, vol. 35, no. 4
Date: 1995
Pages: 28-32
Americas, Canada, Nongraded schools, North America, Perceptions
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Abstract/Notes: A survey of 92 elementary school teachers in northern British Columbia revealed that rural teachers were more positive than urban teachers toward the use of multiage classrooms and that teachers disagreed about their needs for effectively managing such classrooms. Suggests providing teachers of multiage classrooms with inservice opportunities, sound research-based practices, and additional teaching resources.
Language: English
ISSN: 0013-1253
Master's Thesis (Action Research Report)
The Affects of Nature Based Learning on Children’s Eco-centric Attitudes
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research study was to discover if exposure to nature-based education would increase student’s eco-centric views of the environment. The intervention took place over a four week period at a private Montessori school in France. 11 students and their parents participated in the study. Students ranged in age from 2 to 3 years. Qualitative and quantitative data were both collected via a parent questionnaire, pre and post student surveys, daily observations, and a teacher reflection journal. Analysis of the data revealed that the more days a child participated in the nature-based lessons and activities, the more eco-centric development they achieved. Further research could be done during different seasons throughout the year as outdoor time was limited during the winter months. A similar study conducted over a longer period of time may also yield interesting results.
Language: English
Published: St. Paul, Minnesota, 2017
Master's Thesis (Action Research Report)
The Effects of Self-Determination Theory on Montessori Kindergarten Student’s Math Knowledge and Attitudes
Available from: St. Catherine University
Action research, Self-determination, Self-determination theory
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Abstract/Notes: This action research examined how fostering student autonomy, competence, and relatedness as described in Self-determination Theory (SDT) improved the Montessori kindergarten student’s motivation to choose work from the math curriculum? By increasing the kindergarten student’s knowledge of the Montessori math curriculum sequence, an attempt was made to increase their autonomy, competence and relatedness as it pertains to choosing math work. The data collection consisted of a student survey and questionaire that was administered before and after the introduction of the action research interventions. Teacher observations were also helpful when determining if students were choosing math works at a higher rate. This research found that introducing kindergarten students to the sequence of Montessori math work improved their knowledge of and attitude towards the Montessori math curiculum.
Language: English
Published: St. Paul, Minnesota, 2013
Doctoral Dissertation (Ed.D.)
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest - Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.
Language: English
Published: Stillwater, Oklahoma, 2006
Article
The Children's House: A Reflection of Our Attitudes
Publication: Montessori Today (London), vol. 1, no. 1
Date: Jan/Feb 1988
Pages: 11-13
Children's House (Casa dei Bambini), Montessori method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 0952-8652
Master's Thesis
Attitudes of Iranian Teachers Toward Montessori Approach of Learning and a Proposal for an Elementary Teacher Training Program
Available from: University of Southern California - Digital Library
Asia, Iran, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, South Asia, Teachers - Attitudes, Trainings
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Language: English
Published: Los Angeles, California, 1979