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Doctoral Dissertation
Assessment Practices Used by Montessori Teachers of Kindergarten Through Sixth Grade Students in the United States
Available from: American Montessori Society
Americas, Assessment, Montessori method of education - Teachers, North America, Teachers, United States of America
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Abstract/Notes: This research explored student evaluation practices used by Montessori elementary teachers. The Montessori teaching method emphasized students learning at their own pace within a prepared environment where the teacher's role was somewhat different compared to traditional classroom settings. Both traditional and alternative methods of student assessment were utilized by Montessori teachers (e.g., anecdotal records, informal conferences with students, observation of students, one-to-one interview with students, checklists of lessons, demonstration of skill mastery, and standardized achievement tests). The methodology and reasoning behind student evaluation was not well understood by the educational community, and today's dynamic cultural environment demands better attention to this subject. Following a literature review of assessment practices, analysis consisted of sampling member schools of the American Montessori Society (AMS). A questionnaire was submitted to 241 eligible AMS member schools with elementary programs across the United States, and 108 responses (representing 30% of the eligible schools) were collected. The questionnaire's items (27 total questions) were refined to 16 research questions which were analyzed using both quantitative and qualitative methods. A number of results were produced. The two most prominent were: Montessori elementary teachers used more alternative than traditional methods of assessment practices; and, the factors that influenced the assessment practices used by Montessori teachers were the make up (student:teacher ratio, individual student's needs, multi-aged range) of students in the classroom and the Montessori method of education. Other results of this study included: Montessori schools used standardized achievement tests but individual respondents were not convinced they fit the Montessori method of teaching; and, the combination of non-graded report cards, anecdotal records, and student portfolios were successful reporting practices for parent teacher conference. The study concluded with identifying several areas of assessment practice where future research and professional development may benefit Montessori administrators, teachers, students, and parents.
Language: English
Published: Memphis, Tennessee, 1999
Master's Thesis
Acquisition of English as a Second Language for Hispanic Immigrant Adults with Low Academic and Socioeconomic Levels in the United States of America Through a Proposed Montessori Approach / Adquisición del Inglés como Segunda Lengua en Adultos Hispanos Inmigrantes con Bajo Nivel Académico y Socioeconómico en Estados Unidos de América: Proponiendo un Enfoque Montessori
Available from: American Montessori Society
Adult education, Americas, Immigrants, Language acquisition, Language development, Montessori method of education, North America, United States of America
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Language: English
Published: San Pedro Garza García, Mexico, 2017
Master's Thesis
Circle Time Norms in Early Childhood Montessori Programs: A Survey of Montessori Teachers Across the United States
Available from: MINDS@UW River Falls
Americas, Montessori method of education, Montessori method of education - Teachers, North America, Rituals, Teachers, Three-hour work cycle, United States of America, Work periods
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Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.
Language: English
Published: River Falls, Wisconsin, 2021
Article
The Montessori Model United Nations
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 249–257
Montessori Model United Nations, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
'Youth Visits the UN' Program to Unite Teens for Intensive Study of the United Nations
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 52
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Language: English
ISSN: 1054-0040
Article
Inspired by the MUN [Model United Nations]
Publication: Montessori Life, vol. 14, no. 4
Date: 2002
Pages: 40–41
Montessori Model United Nations
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Language: English
ISSN: 1054-0040
Article
A Teacher's Reflection of the Montessori Model United Nations Experience
Publication: M: The Magazine for Montessori Families
Date: 2007
Pages: 29
Montessori Model United Nations
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Language: English
Article
Participating in the Model United Nations
Publication: Montessori Life, vol. 14, no. 2
Date: 2002
Pages: 21
Montessori Model United Nations
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Language: English
ISSN: 1054-0040
Article
Peace Education and the Model United Nations: Memories
Publication: Montessori Life, vol. 14, no. 2
Date: 2002
Pages: 20
Montessori Model United Nations
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Language: English
ISSN: 1054-0040
Article
The Montessori Model United Nations
Available from: ProQuest
Publication: Montessori Life, vol. 19, no. 4
Date: 2007
Pages: 12–13
Montessori Model United Nations
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Language: English
ISSN: 1054-0040