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362 results

Master's Thesis (Action Research Report)

Read Like You are Talking to a Friend: The Effects of Using a Systematic Approach, Including Teacher Modeling, Repeated Reading, and Corrective Feedback on the Reading Fluency and Prosody of Students in a 6-9-year-old Public Montessori Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education, Reading

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Abstract/Notes: The purpose of this study was to determine effective ways to improve fluency among lower elementary Montessori students. The study was comprised of 33 students ages 6-9 who attend public Montessori classrooms in North America. The field of research on reading fluency and comprehension was surveyed as a background to support this action research study, which utilized an experimental design, collecting quantitative data through student-generated artifacts. The researchers implemented a reading block into their Montessori classrooms. The large and small group lessons focused on modeled readings from the teacher, repeated readings, and corrective feedback. Data was collected at the beginning and end of the study. Data included words read correctly after three reads, comprehension and fluency scores, and two student selfevaluations rating their knowledge and feelings about reading. Students made progress in all areas measured, including fluency, comprehension, and feelings about reading. This research highlights the benefit of a designated daily reading block and explicit reading instruction, incorporating teacher modeling, repeated reading, and corrective feedback.

Language: English

Published: St. Paul, Minnesota, 2018

Article

Shared Reading: Critical to a Balanced Reading Program

Publication: The National Montessori Reporter, vol. 29, no. 3

Pages: 14–19

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Language: English

Book

Claremont Reading Conference 45. Yearbook: Reading: What Is Basic?

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Language: English

Published: Claremont, California: Claremont graduate school, 1981

Article

Montessori: The Act of Reading and the Art of Reading

Publication: The National Montessori Reporter, vol. 5, no. 2

Pages: 2

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Language: English

Holistic Reading in a Montessori Classroom: An Examination of the Reading Miscues and Perceived Strategies of Children Who Have Completed One Year in a Montessori Elementary Classroom

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Language: English

Published: Chicago, Illinois, 1992

Article

✓ Peer Reviewed

Self-Esteem and Academic Anxiety of High School Students with Montessori and Traditional Method of Education

Publication: Indian Journal of Health and Wellbeing, vol. 7, no. 5

Pages: 543-545

Anxiety, Asia, Comparative education, High school students, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia

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Abstract/Notes: Montessori Method of education focuses on students overall development. Montessori Method of education is designed not only to focus on academic skills of the students but also it gives importance for the development of the student's social and behavioral skills. Hence the present study aimed to assess the self-esteem and academic anxiety of students with Montessori and traditional method of education. It was hypothesized that the students of Montessori Method of education have higher self-esteem and lower academic anxiety compared to traditional method of education. In order to verify the above hypothesis a sample of 124 students were selected from the schools which offer education with Montessori (N=60) and traditional method (N=64). Tools used for the study were the Rosenberg Self-Esteem Scale and Academic Anxiety Scale for Children developed by Singh and Sen Gupta. The collected data were subjected to 't' analysis and the major findings of the study revealed that the students of Montessori Method of education has significantly higher self-esteem and significantly lower academic anxiety compared to traditional school students.

Language: English

ISSN: 2321-3698

Article

✓ Peer Reviewed

Servant Leadership in Montessori Education and Academic Research: Perspectives of Two Practitioners

Available from: Wiley Online Library

Publication: New Horizons in Adult Education and Human Resource Development, vol. 33, no. 4

Pages: 65-69

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Abstract/Notes: This article breaks new ground in exploring servant leadership with two practitioners, a Montessori team leader and a physics professor. Looking at their reflections through the eyes of adult education, all three authors ascertained that the two practitioners were natural servant-leaders. As they considered what servant leadership meant for their teams and their leadership, they discovered that their new knowledge enhanced their way of looking at their roles with their team members. It became apparent as they contemplated the characteristics of servant leadership, that they were already practicing many of the qualities, because they wanted to serve their teams.

Language: English

DOI: 10.1002/nha3.20326

ISSN: 1939-4225

Article

✓ Peer Reviewed

Academic Environments in Preschool: Do They Pressure or Challenge Young Children

Available from: Taylor and Francis Online

Publication: Early Education and Development, vol. 1, no. 6

Pages: 401-423

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Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.

Language: English

DOI: 10.1207/s15566935eed0106_1

ISSN: 1040-9289, 1556-6935

Article

✓ Peer Reviewed

Escalating Academic Demand in Kindergarten: Counterproductive Policies

Available from: JSTOR

Publication: Elementary School Journal, vol. 89, no. 2

Pages: 134–145

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Language: English

DOI: 10.1086/461568

ISSN: 1554-8279, 0013-5984

Article

✓ Peer Reviewed

School Enrolment and Executive Functioning: A Longitudinal Perspective on Developmental Changes, the Influence of Learning Context, and the Prediction of Pre-Academic Skills

Available from: Taylor and Francis Online

Publication: European Journal of Developmental Psychology, vol. 8, no. 5

Pages: 526-540

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Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.

Language: English

DOI: 10.1080/17405629.2011.571841

ISSN: 1740-5610, 1740-5629

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