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

Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.

Language: English

Published: Columbus, Ohio, 1981

Abstract/Notes: Examines how the Montessori mathematics curriculum moves children from the concrete to the abstract.

Runtime: 18 minutes

Language: English

Published: Yellow Springs, Ohio, 2002

Language: English

ISSN: 1522-9734

Language: English

Published: Hemet, California: Education System Publisher, 1988

Abstract/Notes: Part 1 of a series

Language: English

Abstract/Notes: Immer öfter stellt die Montessori-Grundschule eine wirkliche Alternative zur Regelgrundschule dar. Diese leichtverständliche Einführung in die Besonderheiten und den Ansatz der Montessori-Grundschulen umreißt die Pädagogik Montessoris in Bezug auf Grundschulen und bietet Eltern und anderen Interessierten einen Leitfaden bei der Schulwahl für ihr Kind. [Increasingly, the Montessori elementary school represents a real alternative to the mainstream elementary school. This easy-to-understand introduction to the characteristics and the approach of the Montessori elementary schools outlines the pedagogy of Montessori in relation to elementary schools and offers parents and other interested parties a guideline in choosing a school for their child.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2012

Edition: 1st ed.

ISBN: 978-3-451-32580-9 3-451-32580-2

Series: Montessori-Praxis (Herder)

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990

Abstract/Notes: The following research assesses how reading and discussing stories that counter gender stereotypes can increase cooperation and decrease conflict between primary- and elementary-aged students of different genders, as well as to expand students’ conceptions of self and others beyond traditional gender expectations. The six-week study involved 50 participants total, 21 between the ages of 3 and 6 and 29 between the ages of 6 and 9 at two separate Montessori public charter schools in Minnesota. Each participant completed an activity pre- and post-intervention concerning the feminine and masculine traits that they would choose to describe themselves and those that could describe someone they’d want to be friends with. 10-minute observations were taken daily to record instances of cooperation and conflict between children of different genders. Pertinent quotes were recorded during observation periods and in discussions about the counter-stereotypical stories. Results showed an increase in the number of friendships between genders, and a greater number of traits chosen to describe selves and potential friends at the elementary school level. Further research in the area is needed to discover the long-term effects of counter-stereotypical literature, the importance of adults examining their own gender biases, and interventions beyond literature to counter patriarchal norms in classrooms.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of the study was to evaluate the reorganization of Northboro Elementary School from the academic years of 1991–1992 through 2000–2001. The study was designed to determine the effectiveness of achieving five objectives established for the reorganization in two-year increments of implementation from the perspectives of the administrative staff, teachers, paraprofessionals, and parents. The reorganization objectives were (1) to develop a physically and psychologically safe environment for all students; (2) to implement a public magnet program to racially balance the population with non-Black students; (3) to increase student achievement scores on the state assessment test in the areas of reading, writing, and mathematics; (4) to increase parent involvement at the school; and (5) to improve the quality and increase the amount of staff development. Utilizing the focus group method, the 35 participants represented, 4 administrative staff, 9 paraprofessionals, 4 reading teachers, 3 regular and 6 Montessori teachers, and 9 parents. The Levels of Use of the Innovation (LoU) (Hall, Loucks, Rutherford, & Newlove, 1975) was used for the assessment of all aspects of the reorganization. As a result of the evaluation, it was determined that all the objectives were met in accordance with the LoU model. The major findings were: (1) Using an effective reorganization tool, such as the Levels of Use, gave the leader clear direction for reorganization, from orienting, to managing, and finally to integrating the use of the innovation. (2) Parent participation in the reorganization process was essential for effective teaching and learning. Parent involvement was critical in promoting a sound physically and psychologically safe environment. (3) Implementing an innovative Montessori Magnet program reduced the racial balance, and drew racially, economically, and educationally diverse students. Based on the findings, it is recommended that additional evaluations be conducted to include: (1) Examining the extent race or age had on the overall success of the reorganization. (2) Determining if the Montessori, Reading Recovery, and Levels of Use strategies are only effective at the elementary level. (3) Assessing the academic achievement of eighth- and tenth-grade students who participated in the Reading Recovery Program.

Language: English

Published: Cincinnati, Ohio, 2004