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Article
Music in the Montessori Classroom
Publication: Forza Vitale!, vol. 22, no. 1
Date: 2002
Pages: 12–13
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Language: English
Article
Classrooms That Work
Publication: Family Life (AMI/USA), no. 3
Date: Spring 1983
Pages: 6, 21
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Language: English
Article
Implementing the Multiage Classroom
Available from: ERIC
Publication: ERIC Digest, no. 97
Date: May 1995
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Abstract/Notes: Multiage grouping and related instructional practices are being implemented with increasing frequency in classrooms across the nation. If implementation is carefully and knowledgeably planned, these innovations offer promising alternatives to traditional graded educational practices. This digest briefly describes issues to be considered before implementing such changes. It outlines what teachers and administrators need to know, the principal's role, organizational changes to be made ahead of time, and the importance of sufficient time and money. For example, schools that institute multiage grouping must also change their methods of instruction and facilitate developmentally appropriate practices. In addition, effective multiage teaching is more time-consuming than age-graded teaching, and schools should anticipate hiring additional teachers or paraprofessionals. (LMI)
Language: English
Article
The Advantages and Disadvantages of Multiage Classrooms in the Era of NCLB Accountability
Available from: ERIC
Publication: Education Policy Brief, vol. 7, no. 1
Date: 2009
Pages: 1–8
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Abstract/Notes: NCLB refers to 'No Child Left Behind' legislation.
Language: English
Article
Science in a Montessori Classroom
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1977, no. 1
Date: 1977
Pages: 9–16
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Language: English
ISSN: 0519-0959
Article
Handicapped Children in the Montessori Classroom
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 1/2
Date: 1980
Pages: 32-38
Children with disabilities, Conferences, Inclusive education, International Montessori Congress (19th, Amsterdam, Netherlands, 9-13 April 1979), People with disabilities
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Abstract/Notes: Delivered at the 19th International Montessori Congress, Amsterdam, 1979
Language: English
ISSN: 0519-0959
Article
Classroom Management
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1987, no. 2/3
Date: 1987
Pages: 2–6
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Language: English
ISSN: 0519-0959
Master's Thesis (Action Research Report)
The Effects of Goal Setting on Student Work Completion in a Lower Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Americas, Goal setting, Lower elementary, Montessori method of education, North America, Public Montessori, United States of America
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Abstract/Notes: This investigation explored if and how direct instruction on goal-setting and working toward a goal over a four-week period impacted the number of activities students independently completed in class. The amount of math and language work completed and the way the participants felt about their ability to manage their time and goals were measured and evaluated. The study took place at a diverse elementary school in the Midwest. The classroom involved is the only Montessori lower elementary classroom in the district. The 26 students were ages 6-9 at the time of the study. Students were taught how to set a goal and work toward that goal. They also planned for challenges and how to overcome those challenges. Students checked in with their teacher and peers daily to reflect and report how focused they were in regards to achieving the goal they set. Students were observed, data was collected about the type and amount of work completed, students were rated by a peer accountability partner daily, and students completed a pre and post-self-assessment about setting goals and how competent they felt in doing so. The results of the study showed that while the amount of work did not increase, students reported feeling more confident in their ability to set goals and use strategies to stay on task and on-task behavior increased. Direct instruction in goal setting enabled students to feel more confident in selecting a goal and working toward it. They gained tools for staying focused during work times. They were able to use these tools to be on task more frequently than before the intervention. Teachers may want to choose to include direct goal setting in their practice. Further studies may want to track data for a longer period of time to see if work output also would increase.
Language: English
Published: St. Paul, Minnesota, 2020
Master's Thesis (Action Research Report)
The Effects of Character Education Literature of Bucket Filling Strategies on the Ability of 5-year-old Students to Self-Regulate in a Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research project was to explore how the implementation of bucket filling could affect self-regulation in 5-year-olds in a Montessori classroom. The bucket filling theme is character education children’s literature. The collection of data for this action research utilized a mixed method of quantitative and qualitative, including the pre- and post-Preschool Self-Regulation Assessment, daily observation reflections, and tally sheets of behaviors. The data collected and analyzed in this study use of bucket filling can have some effect on self-regulation skills in 5-year-olds in a Montessori classroom. Self-regulation is essential to success in the classroom and in the world at large, any intervention that supports self-regulation is vital for students and teachers.
Language: English
Published: St. Paul, Minnesota, 2019
Master's Thesis (Action Research Report)
The Impacts of a Revised Handwriting Curriculum on Independent Letter Formation and Motivation in a Montessori 3-6 Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research project was to observe the impacts of a revised handwriting curriculum on motivation for handwriting and independent letter formation in a Montessori 3-6 classroom. Participants in the four-week study included eight students aged 3.6 to 5.9 in a private Montessori school located in a small New England college town. The revised curriculum utilized Orton-Gillingham sequencing, plus new handwriting materials and opportunities. Data sources included a daily tally sheet to track handwriting work, daily writing samples, student interviews, and lesson plan/reflection sheets. Data showed that the average daily participation rate for all optional handwriting work was 80% and that age impacted work choice. Handwriting samples showed improvement in independent letter formation. Further research could study the impact of the new letter presentation sequence on the areas of reading and spelling; and explore the use of cursive handwriting materials with this age group.
Language: English
Published: St. Paul, Minnesota, 2020