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Article
Montessori: The Elementary Years
Publication: Practical Homeschooling, no. 122
Date: Jan-Mar 2016
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Language: English
ISSN: 1075-4741
Book
The Montessori Elementary School and its Curriculum
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Language: English
Published: Cleveland, Ohio: NAMTA, 1974
Book
Children Who Are Not Yet Peaceful: Preventing Exclusion in the Early Elementary Classroom
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Language: English
Published: Berkeley, California: Frog Ltd, 2001
Video Recording
Imagine a School: Montessori for Elementary Age Children
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Abstract/Notes: Demonstrates the Montessori method of education for elementary school children, ages 6 to 12.
Runtime: 26 minutes
Language: English
Published: Yellow Springs, Ohio, 2011
Doctoral Dissertation (Ph.D.)
The Role of Educational Evaluation in Three Selected Montessori Elementary Classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.
Language: English
Published: Newark, Delaware, 1989
Master's Thesis (M. Ed.)
Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms
Available from: American Montessori Society
Classroom environments, Early childhood care and education, Early childhood education, Elementary education, Montessori method of education - Evaluation, Montessori schools, Prepared environment
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Abstract/Notes: Lack of knowledge about how formative assessment is routinely used in classrooms is a problem for schools and teachers who want to adopt these practices and for schools and teachers who struggle to explain to stakeholders how they use formative assessment to understand and advance their students’ academic growth. Formative assessment has a long history in Montessori education, where it is foundational to teachers’ practice. This project examined the use of summative and formative assessment by Montessori lower elementary teachers in public and private schools. An online survey, classroom observations, and semi-structured interviews were used to collect qualitative and quantitative data on frequency of use for summative and formative assessment; types and frequency of formative assessment use; and meanings which teachers assigned to them. Results indicated that Montessori lower elementary teachers in both public and private schools used summative assessments, with public school teachers using them more than private school teachers, reflecting the requirements of public schools for data collection. Montessori teachers in both types of schools showed a high degree of frequency and unanimity of practice in their use of formative assessment, especially in use of observation and conversation as formative assessment. Findings could by used by schools and teachers who want to understand formative assessment practices as they are enacted in classrooms in order to begin to adopt some of these practices. Findings could be used by Montessori schools and teachers to develop understanding of how they know what their students know in the absence of summative assessment data. This study points to professional development opportunities for public and private schools.
Language: English
Published: Bothell, Washington, 2014
Master's Thesis (M.A.)
A Comparison of the California Public School and Montessori Elementary Curriculums
Available from: American Montessori Society
Americas, Comparative education, Curriculum evaluation, Curriculum planning, Elementary education, Montessori method of education, Montessori schools, North America, United States of America
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Language: English
Published: Moraga, California, 1994
Master's Thesis (M. Ed.)
Characteristics of Early Elementary Homework: Montessori and Traditional
Available from: American Montessori Society
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Abstract/Notes: In many schools, teachers are mandated to assign homework by the administration or school district. Thus the challenge for the teacher is often not whether to assign homework, but what content and how much. This study seeks to help answer these questions by examining characteristics of and parent satisfaction with homework assigned to students in grades one through three in both traditional and Montessori schools.
Language: English
Published: Cincinnati, Ohio, 2007
Master's Thesis (Action Research Report)
Does Storytelling Affect Story Writing in a Lower Elementary Classroom?
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: This study investigated the impact an oral storytelling component had on students’ story writing. The study took place over six weeks in an Elementary classroom at a small independent Montessori school. Eight Lower Elementary students (ages 6-9) listened to stories told by the teacher, or orally told ideas for their stories, prior to thirty minutes of story writing. Also, approximately halfway through the study, the students participated in a storytelling workshop conducted by a professional storyteller. Data sources included pre-intervention and weekly writing samples, engagement observations, a writing rubric to code the writing samples and a student writing attitude scale completed before and after the intervention. Over the course of the study, students’ time engaged in the writing process and quality and length of their stories increased. Additionally, after the storytelling workshop, improvement in student writing increased at a faster rate than before the workshop. Further research could study if an oral storytelling workshop implemented earlier in the school year could have a greater impact over a greater length of time.
Language: English
Published: St. Paul, Minnesota, 2017
Master's Thesis (M.S. Ed.)
Identifying Challenges to the Future of Public Montessori Elementary Schools
Available from: American Montessori Society
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Abstract/Notes: Based on an online survey with 85 principals and other leaders in public Montessori elementary schools, this study provides an update on the characteristics of Montessori education in public elementary schools as they begin facing the new challenges of No Child Left Behind (NCLB). Despite the lack of emphasis on traditional testing practices in Montessori education, the study finds that many schools have participated in standardized testing programs for many years and that support for testing practices does not differ between those with and those without Montessori certification. Even though they struggle with budget cuts, stricter state and federal requirements and teacher shortages, public Montessori elementary schools strive to maintain a unique educational environment through certified teachers, ongoing professional support for teachers and well-equipped classrooms.
Language: English
Published: Lawrence, Kansas, 2005