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Article
Attention to Detail: Pathways to Self-Perfection
Publication: AMI/USA News, vol. 14, no. 2
Date: Mar 2001
Pages: 6
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Language: English
Master's Thesis (Action Research Report)
The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time
Available from: St. Catherine University
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Abstract/Notes: In the early academic years, read aloud time is frequently incorporated in the daily classroom schedule. For our investigation, we wondered if certain strategies (interactivity, scaffolding, and modeling enthusiasm) would help to foster deeper connections, conversation, and literary skills when used during read aloud time. We observed teacher-directed read aloud time in two Montessori environments, one with toddlers ages 2-3, and one with elementary children ages 6-9. We used various sources of data collection methods to help us track student engagement and focus, with and without the strategies implemented. The results of the study showed that more children stayed focused and engaged longer during read aloud when the teacher used scaffolding, showed enthusiasm and was interactive while reading. When these strategies were not implemented during a read aloud time, children became more easily distracted and were less inclined to make related comments or ask questions. Interactivity, enthusiasm, and scaffolding helped the children to make insightful connections within the text and to their own lives. In order to make read aloud time a more effective learning experience in the classroom, these strategies can be practiced regularly. To continue to help foster early reading skills and maintain an interest in literacy, interactivity, scaffolding and enthusiasm can be implemented during every classroom read aloud time.
Language: English
Published: St. Paul, Minnesota, 2015
Master's Thesis (Action Research Report)
The Effects of Mindfulness on Students’ Attention
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: This action research project examined the effects of mindfulness and meditation on concentration among elementary students. The research was conducted at a private Montessori school in an upper elementary classroom for twenty-six children ages nine to twelve. Baseline data was collected for three consecutive days. The intervention was implemented for four weeks. The teacher led the students in mindful movements in the morning and daily meditation took place in the afternoon. The average percent of on-task behavior was collected for baseline data using observational records and journal notes. Observational records included what percent of the class was on-task for specific intervals. Journal notes contained what specific behaviors were observed as off-task. Data collection during the intervention included observational records, journal notes, group discussions and questionnaires. Data analysis showed that concentration did not increase during the intervention. However, students reported meditation and mindful breathing as useful in their daily lives. Further research could include the effects of student chosen mindful activities on concentration and student well-being. A similar study of a longer duration may also yield different results.
Language: English
Published: St. Paul, Minnesota, 2016
Master's Thesis (Action Research Report)
The Effects of Daily Art Activities on Attention in Elementary Students
Available from: St. Catherine University
Action research, Attention in children, Lower elementary, Montessori method of education
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Abstract/Notes: The goal of this action research project was to investigate the effects of morning art activities on student focus. The intervention took place over five weeks at a public elementary school. Nineteen students participated in a lower elementary Montessori classroom of six to nine year olds. The qualitative and quantitative data collected were student surveys, behavior tally sheets, student and teacher assessments, field observations and conversations. The evidence showed a relationship between daily art activities and student concentration. The students increased their time on task while writing reflections about their artwork throughout the five-week study. Future research could examine the role of art on students’ social emotional development and how art exploration develops cooperation.
Language: English
Published: St. Paul, Minnesota, 2016
Article
Attention to Detail
Publication: Point of Interest, vol. 6, no. 9
Date: May 1996
Pages: 1–8
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Language: English
Article
Attention School Administrators
Publication: AMI/USA Professional Bulletin, vol. 2, no. 2
Date: Sep 1982
Pages: 5
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Language: English
Article
Metropolitan Papers Turn Attention to Public Montessori
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 2
Date: Winter 1990
Pages: 22
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Language: English
ISSN: 1071-6246
Article
Enacting Attention: Concentration and Shared Focus in Montessori Classrooms
Available from: ProQuest
Publication: Montessori Life, vol. 24, no. 4
Date: Winter 2012
Pages: 18-20,22-26
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Abstract/Notes: Concentration is a "sine qua non," a hallmark, of a Montessori Casa program. Yet, it happens that some children do not concentrate. They do not engage with the materials in the classic pattern of normalization. They are not challenged by ADD, ADHD, or a variant of sensory integration spectrum disorder. Instead of working alone, they prefer the company of others; they prefer to learn with others. One may wonder if their natural intelligence is interpersonal. Based on studies of brain development and findings from recent ethnographic research, this article describes a type of attention called "shared focus." Ethnographic research was conducted in Casa classrooms, located in four Montessori schools, during a 3-year period, beginning in 2008. The research involved observing classrooms and interviewing school staff, teachers, and children. "Children who do not concentrate" was a common concern raised by the teachers in those classrooms. A review of brain development research suggests concentration is a type of attention. Children may use a type of attention called shared focus when, for example, they laugh and run together on the playground, and when they leave their parents during morning arrival. Some children may also more naturally use this type of attention instead of concentration during the work period. (Contains 1 table.)
Language: English
ISSN: 1054-0040
Article
Society; Montessori System Attracts Attention
Available from: California Digital Newspaper Collection
Publication: Riverside Daily Press (Riverside, California)
Date: Sep 2, 1916
Pages: 1
Florence P. Griffith - Biographic sources, Montessori method of education, Montessori schools, North America, North America, Panama-California International Exposition (1916, San Diego), Prudence Stokes Brown - Biographic sources, United States of America
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Abstract/Notes: Mrs. W. S. Pier, Mrs. T. R. Griffith and her children, Thomas R., Jr., Evelyn and Stanwood, returned last night from a month's sojourn at La Jolla. While domiciled at the seacoast city, the party enjoyed frequent visits to San Diego's beautiful exposition. Mrs. Griffith was assistant at the Montessori Demonstration school in the Pepper Grove on the exposition grounds. This school has the support of the National Montessori Promotion Fund and is particularly interesting to visitors to the fair. Mrs. Prudence [Stokes] Brown, a veteran kindergartner and Montessori graduate, is at the head of the school. There is said to be a movement afoot to make the school a permanent feature of the educational system of San Diego. Mrs. Griffith expects to oper her school here on the 28th of this month and has returned for the preparation of large quarters for its accommodation.
Language: English
Article
Moment of Peril: Excessive Attention [question]
Publication: Montessori Observer, vol. 22, no. 3
Date: Sep 2001
Pages: 3
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Language: English
ISSN: 0889-5643