For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book
A Parents' Guide to the Montessori Classroom
See More
Language: English
Published: Altoona, Pennsylvania: Parent Child Press, 1980
ISBN: 0-9601016-0-8
Master's Thesis (M.A.)
"It's What We Use as a Community": Exploring Students' STEM Characterizations In Two Montessori Elementary Classrooms
Available from: University of Minnesota Libraries
Elementary education, Elementary students, Montessori schools
See More
Abstract/Notes: Integrated science, technology, engineering, and mathematics (STEM) education promises to enhance elementary students’ engagement in science and related fields and to cultivate their problem-solving abilities. While STEM has become an increasingly popular reform initiative, it is still developing within the Montessori education community. There is limited research on STEM teaching and learning in Montessori classrooms, particularly from student perspectives. Previous studies suggest productive connections between reform-based pedagogies in mainstream science education and the Montessori method. Greater knowledge of this complementarity, and student perspectives on STEM, may benefit both Montessori and non-Montessori educators. This instrumental case study of two elementary classrooms documented student characterizations of aspects of STEM in the context of integrated STEM instruction over three months in the 2016-2017 school year. Findings show that the Montessori environment played an important role, and that students characterized STEM in inclusive, agentive, connected, helpful, creative, and increasingly critical ways. Implications for teaching and future research offer avenues to envision STEM education more holistically by leveraging the moral and humanistic aspects of Montessori philosophy.
Language: English
Published: Minneapolis, Minnesota, 2017
Doctoral Dissertation
Equipping Montessori Teachers To Be Servant Leaders In Their Classrooms
Available from: EBSCOhost
Montessori method of education - Teachers, Teachers
See More
Abstract/Notes: This research project aimed to promote a group of classroom leaders to become servant leaders. The project was conducted with two-hour seminars for the following three evenings on the following topics: (1) aspects of the Cosmic Education of Maria Montessori, (2) theoretical foundation of servant leadership along with the Bible scriptures, and (3) DiSC diagnosis for improving communication skills. Two mentoring sessions were added to reinforce learned skills in applying servant leadership. Additionally, a thorough bibliography and extensive appendices of materials that were presented during the project are provided in this report. The project analysis demonstrated that, through training and practical applications, participants became better servant leaders in their Montessori classrooms.
Language: English
Published: Tacoma, Washington, 2020
Book Section
Perceiving, Labelling and Knowing: Mediating Educational Meanings Through Multimodal Dialogue in Montessori Early Years Classrooms
Available from: Taylor and Francis Online
Book Title: Dialogic Pedagogy: Discourse in Contexts from Pre-School to University
Pages: 17 p.
Early childhood care and education, Early childhood education, Montessori schools, Preschool education
See More
Abstract/Notes: This chapter reports on a study that investigated how a three-stage multimodal dialogic pedagogy first described by Montessori in 1909 is applied in present-day high-fidelity Montessori classrooms. This three-part lesson is a multimodal dialogic routine through which young children learn to perceive and label phenomena in ways that lead them incrementally into the domains of educational knowledge. The study comprised an analysis of recordings of two qualified and experienced Montessori teachers, one a preschool teacher and one a teacher of a multigrade (Years 1, 2, 3) class, both of whom apply this pedagogy in a suburban Montessori school in Australia. The analysis compares the application of this century-old approach to 21st-century understandings of dialogic pedagogy and provides insights into how teachers apply and adapt the original lesson blueprint in 21st-century Montessori settings.
Language: English
Published: New York, New York: Routledge, 2023
Edition: 1st ed.
ISBN: 978-1-03-228409-5 978-1-03-228410-1 978-1-00-329674-4
Series: Routledge Research in Education
Master's Thesis (M.S.)
Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work
Available from: University of Arkansas
Classroom environments, Montessori method of education, Montessori schools, Parenting, Prepared environment
See More
Abstract/Notes: Research in effortful control is necessary to understand and support children's behaviors in Social and classroom settings (Rimm-Kaufman, Curby, Grimm, Brock, & Nathanson, 2009). This study reviewed literature discussing the relationship between parenting style and effortful control and Montessori philosophy as it relates to the work in practical life. The literature reviewed in this study suggested that parenting style may also be related to a child's effortful control. In addition, it was expected that the work of practical life in a Montessori classroom would positively influence effortful control in children. Using an experimental design, this study examined the efficacy of a Montessori Table Washing Task to prime effortful control in children ages 3-6. The Mischel Marshmallow Test (Mischel & Baker 1975) was used to test effortful control in the children. Children in the control group received only the Marshmallow Test. Children in the experiment group received a Montessori Table Washing Lesson prior to receiving the Marshmallow Test. Although not statistically significant, there was a difference in the groups. However, in this study, there was no correlation found between parenting style and the effortful control of the children. Implications of this study are that practical life work, like a Montessori Table Washing Task, may positively affect effortful control in pre-school age children.
Language: English
Published: Fayetteville, Arkansas, 2012
Master's Thesis (M.S. In Applied Linguistics)
Montessori Classrooms in Australia: An English as an International Language Perspective
Available from: American Montessori Society
Australasia, Australia, Australia and New Zealand, Classroom environments, Montessori method of education, Oceania
See More
Language: English
Published: Melbourne, Australia, 2015
Master's Thesis (M. Ed.)
Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms
Available from: American Montessori Society
Classroom environments, Early childhood care and education, Early childhood education, Elementary education, Montessori method of education - Evaluation, Montessori schools, Prepared environment
See More
Abstract/Notes: Lack of knowledge about how formative assessment is routinely used in classrooms is a problem for schools and teachers who want to adopt these practices and for schools and teachers who struggle to explain to stakeholders how they use formative assessment to understand and advance their students’ academic growth. Formative assessment has a long history in Montessori education, where it is foundational to teachers’ practice. This project examined the use of summative and formative assessment by Montessori lower elementary teachers in public and private schools. An online survey, classroom observations, and semi-structured interviews were used to collect qualitative and quantitative data on frequency of use for summative and formative assessment; types and frequency of formative assessment use; and meanings which teachers assigned to them. Results indicated that Montessori lower elementary teachers in both public and private schools used summative assessments, with public school teachers using them more than private school teachers, reflecting the requirements of public schools for data collection. Montessori teachers in both types of schools showed a high degree of frequency and unanimity of practice in their use of formative assessment, especially in use of observation and conversation as formative assessment. Findings could by used by schools and teachers who want to understand formative assessment practices as they are enacted in classrooms in order to begin to adopt some of these practices. Findings could be used by Montessori schools and teachers to develop understanding of how they know what their students know in the absence of summative assessment data. This study points to professional development opportunities for public and private schools.
Language: English
Published: Bothell, Washington, 2014
Master's Thesis (Action Research Report)
The Effects of Music and Visual Cues on Transition Time in a Multi-aged 3-5 Year Old Montessori Classroom
Available from: St. Catherine University
Action research, Three-hour work cycle, Work periods
See More
Abstract/Notes: The purpose of this action research project was to investigate the effects of music and visual cues on transition times. This research took place in a Primary Montessori classroom with children ranging from 3-5 years of age in a public, partial magnet, urban K3-8th school. Data was collected for four weeks using a transition time log, behavior tally sheets, teacher journal, and student attitude scales. The results of the study showed a slight decrease in transition times, and a larger decrease in disruptive behaviors using both music and visual cues. Although the transition time decreases were less than expected, the larger decrease in disruptive behaviors had a positive impact on the classroom environment throughout the day. Implications include extending the length of the study to see if there is a more significant decrease in transition times and extending the visual cues into the work cycle to create a more peaceful work time.
Language: English
Published: St. Paul, Minnesota, 2017
Master's Thesis (Action Research Report)
The Effects of Movement Interventions on Focus and Concentration in Toddler Montessori Classrooms
Available from: St. Catherine University
Action research, Three-hour work cycle, Work periods
See More
Abstract/Notes: The purpose of this action research was to determine the effects of movement activities on focus and concentration in toddler Montessori classrooms. Evidence supports the connection between purposeful movement and levels of concentration. Both quantitative and qualitative data of three toddler-aged classes was collected through the use of a pre and post questionnaires, checklists and observational record keeping. The intervention took place over a period of six weeks at an independent school setting with 24 students ages 21 months to 3 years. The results showed the students focus and concentration levels increased during the Montessori uninterrupted morning work cycle when intentional movement lessons or activities were introduced. Based on the data, there is a correlation between movement intervention activities and concentration levels. Additional research should be conducted over an extended period of time to better study the effects of movement on focus, concentration, and behavior in the classroom.
Language: English
Published: St. Paul, Minnesota, 2016
Master's Thesis (Action Research Report)
Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Three-hour work cycle, Upper elementary, Work periods
See More
Abstract/Notes: The purpose of this study was to determine the effects of a mindfulness curriculum and practices on student self-regulation and work completion. The study took place in a large suburban school in western Canada with 19 participants in a grade four, five and six Montessori classroom. The intervention took place over a period of six weeks, during which the researcher led mindfulness lessons using the MindUp curriculum. Additionally, students took part in mindfulness and yoga practices daily and weekly, respectively. Data was collected using student journals, an observational tally, student work cycle folders, and student pre and post surveys. The data shows an increase in mindful and self-regulated behavior as well as improved work completion rates. It is recommended that future studies focus on a broader subject base as well as a more longitudinal period of intervention and data collection.
Language: English
Published: St. Paul, Minnesota, 2020