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Article
Music in the Elementary Classroom [summary of presentation at 1998 summer conference by Connie Blair]
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 1
Date: 1998
Pages: 4–5
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Language: English
Article
Sharing: Peace Pole Project [Suttons Bay Montessori Elementary School]
Publication: AMI Elementary Alumni Association Newsletter, vol. 24, no. 3
Date: 1992
Pages: 2
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Language: English
Article
Outline of Teaching Methods and Applications for Archaeological Studies of the Anasazi in the Montessori Elementary Classroom
Publication: AMI Elementary Alumni Association Newsletter, vol. 19, no. 1
Date: 1986
Pages: insert
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Language: English
Article
AMI-EAA Refresher Course 2004–Elementary Geography
Publication: AMI Elementary Alumni Association Newsletter, vol. 37, no. 2
Date: 2003
Pages: 12
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Language: English
Article
AMI Elementary Alumni Association Financial Report May 1, 2002-April 30, 2003
Publication: AMI Elementary Alumni Association Newsletter, vol. 37, no. 1
Date: 2003
Pages: insert
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Language: English
Article
Algebra in the Primary Classroom: Sensorial Basis for Elementary Mathematics
Publication: AMI Elementary Alumni Association Newsletter, vol. 37, no. 3
Date: 2004
Pages: 5–7, 10
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Language: English
Article
Elementary Physics
Publication: AMI Elementary Alumni Association Newsletter, vol. 21, no. 3
Date: 1989
Pages: 5–6
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Language: English
Doctoral Dissertation (Ph.D.)
Assessing Relationships Among Autonomy, Supportive Leadership, and Burnout in Public Elementary Teachers
Available from: ProQuest - Dissertations and Theses
Self-determination, Self-determination theory
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Abstract/Notes: Stress and burnout among teachers are serious problems because of the negative consequences associated with them that have contributed to the current crisis in the American education system. Until the problems of teacher stress and burnout are understood and addressed, efforts to restructure American education cannot succeed. This study assessed the relationships among perceived autonomy, perceived transformational leadership style and burnout in public elementary teachers, and the moderating/mediatinginfluence of teacher orientation (Montessori and traditional) on burnout levels. An integration of Maslach’s multi-dimensional burnout theory, self-determination theory, and the theory of transformational leadership formed the theoretical foundation of the study. A nonexperimental correlational design was used with survey methodology. A convenience sample of 82 public elementary teachers were recruited via educator social media sites and professional associations. Participants completed an online survey viaSurvey Monkey. Multiple regression analyses determined strong negative relationships among the predictor variables and the three dimensions of burnout as well as the significant predictive power of the independent variables. Moderation analyses determined a significant influence of teacher orientation across these relationships. The mediation analysis determined that teaching autonomy was a significant mediator between teacher orientation and emotional exhaustion burnout. The results from this study may be used for positive social change by developing strategies to mitigate burnout in public elementary teachers, increase engagement, improve teacher retention, ultimately improving student achievement and engagement.
Language: English
Published: Minneapolis, Minnesota, 2022
Master's Thesis (Action Research Report)
Fostering Emotion Regulation in Lower Elementary Children through Practical Life Exercises
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education, Practical life exercises
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Abstract/Notes: This action research investigated how integrating practical life exercises and self-regulation lessons could foster emotion regulation in lower elementary children. Twenty First and Second grade students in a public Montessori school participated in this four-week study. Quantitative data tools included students’ feelings self assessments, parent questionnaire, feelings check-in, and tallies of student behavior. Qualitative tools included students’ feeling journals, my observation journal, and children’s practical life reflection. Data analysis indicated that teaching children to identify their feelings and offering choices of calm down activities in the practical life area gave children the tools to recalibrate themselves. By the end of the study, an increasing number of children checked in daily as feeling happy, calm, and focused. Introducing social emotional lessons in September alongside classroom rules, routines, and expectations along with calm down tools equips children with a preventative rather than remedial repertoire of tools to emotionally regulate themselves to be successful learners for life.
Language: English
Published: St. Paul, Minnesota, 2021
Article
Question and Answer: The Approach to Enrichment of Language for the Elementary Years
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 1
Date: 2009
Pages: 54–55
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Language: English
ISSN: 1877-539X