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Master's Thesis
Autism, Anxiety-Based-School-Absence and the Montessori Environment as an Actualised Model of Inclusive Practice
Available from: Anglia Ruskin Research Online (ARRO)
Melanie Grabowski (Author)
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Abstract/Notes: This study explored aspects of learning environments that lead to ABSA for academically capable autistic school-aged children with an internalising presentation, and the type of learning environment that would enable them to thrive. As a qualitative explorative study of parental perspectives, this study utilised both an online questionnaire and a reflective self-narrative account. Overall, findings revealed that mainstream school distress is prevalent for this group of autistic learners and is often unrecognized and unsupported resulting in significant impacts on mental health and subsequent school attendance difficulties. It also highlights a provision gap. Four themes captured aspects of mainstream environments that contribute to school anxiety: Fear, Lack of Autonomy, Lack of Connection and Trust, Pressure and Overwhelm. Alignments between Montessori learning environments and ‘what works’ for autistic students were made. Taken together with existing literature, this study highlights an urgent need for action to protect the psychological wellbeing and academic potential of this group of learners. The Montessori environment presents a model for serious consideration in relation to educational equity for autistic children and young people.
Language: English
Published: Cambridge, England, 2024
Master's Thesis
Sistema Montessoriano: Uma Análise do Processo de Apropriação no Uso de Alguns Materiais para Aprendizagem de Matemática em uma Escola Montessoriana
Available from: Universidade Federal do Rio Grande do Sul
Karina Grzeça (Author)
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Abstract/Notes: Esta dissertação trata de uma pesquisa na qual foi investigado o processo de apropriação no uso de materiais montessorianos no ensino de matemática por uma escola montessoriana. Essa análise ocorreu após um processo composto de várias etapas em que foram feitas leituras e estudos sobre o Sistema Montessoriano, além de observações e entrevistas, utilizando-se da observação participante como metodologia para a coleta de dados. E é a partir da comparação entre as obras de Maria Montessori e o resultado das observações que foram desenvolvidas as análises deste trabalho, utilizando como principal aporte teórico os estudos de Chartier sobre apropriação. O trabalho descreve os principais princípios e fundamentos desse sistema de ensino, bem como seu funcionamento em uma escola montessoriana. Apresenta também informações sobre o contexto histórico educacional de quando ocorreu a inserção desse sistema de ensino no Brasil, além de mostrar como ocorreu o processo de apropriação do Sistema Montessoriano por uma escola de Porto Alegre/RS por meio do uso de materiais montessorianos no ensino de matemática. Pode-se constatar, pelos indícios apresentados neste trabalho, que a escola montessoriana observada apropriou-se desse sistema de ensino pela forma como manipula alguns materiais, pelo acréscimo de objetos a materiais montessorianos, pela modificação de alguns materiais como também pela inclusão de materiais ao trabalho desenvolvido em sala de aula no ensino de matemática. / This master thesis deals with a research in which was investigated the appropriation process on the use of Montessori materials in the teaching of mathematics by a Montessori school. This analysis occurred after a process composed of several stages in which readings and studies were made on the Montessori System, in addition to observations and interviews, using the participant observation as a methodology for data collection. And it is from the comparison between the works of Maria Montessori and the result of the observations that the analyses of this work were developed, using as the main theoretical contribution Chartier’s studies on appropriation. The work describes the main principles and foundations of this education system, as well as its functioning in a Montessori school. It also presents information on the historical educational context of the time when the insertion of this teaching system took place in Brazil, in addition to showing the Montessori System appropriation process by a school in Porto Alegre/RS through the use of Montessori materials in the mathematics teaching. It can be seen, from the evidence presented in this work, that the observed Montessori school appropriated this teaching system by the way it manipulates some materials, by adding objects to Montessori materials, modifying some materials as well as for the inclusion of materials in the work done in the mathematics teaching classroom.
Language: Portuguese
Published: Porto Alegre, Brazil, 2020
Doctoral Dissertation (Ed.D.)
Breaking Barriers: Designing an Effective Early Intervention Process for Enhanced Developmental Outcomes in Private Schools
Available from: Lynn University - Electronic Theses and Dissertations
Breanne Cox (Author)
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Abstract/Notes: The challenge of ensuring inclusive and equitable support for students with disabilities is increasingly prominent in education, particularly in private school settings. This dissertation explored the implementation and effectiveness of an early literacy intervention process, the “Bright Beginnings Boost Initiative,” in a small Montessori preschool in South Florida. The study addresses the gap in support services for students with disabilities in private schools, which often lack the comprehensive frameworks mandated by public education systems under the Individuals with Disabilities Education Act (IDEA). Through a qualitative two-phase action research design, this study gathered insights from preschool teachers, the preschool director, the school counselor, and parents of students who participated in the intervention process. Phase one involved semi-structured interviews to identify key themes, while phase two used surveys to rank these themes identified during the interview process in order of importance, providing a structured assessment of the implementation process components. Findings revealed significant themes, including the need for additional professional development, effective communication strategies, and the critical role of administrative support in implementing an early literacy process. The study underscored the importance of tailored training programs and open communication channels among educators and parents to enhance the efficacy of implementing an early reading process. This research contributed to the limited literature on special education services in private schools and offers practical recommendations for improving early intervention processes. By addressing these critical areas, the “Bright Beginnings Boost Initiative” aims to bridge the gap in educational support, fostering a more inclusive and effective learning environment.
Language: English
Published: Boca Raton, Florida, 2025
Ed.D.
Overcoming Challenges While Homeschooling: A Quantitative Study of Parental Concerns and Strategies, Including the Relationship of Children Having Special Needs and the Rate of Homeschooling
Available from: ProQuest
Sherry Inez Bumpus-Barnett (Author)
Children with disabilities, Homeschooling, Maria Montessori - Philosophy, Montessori method of education, Parents - Perceptions, Parents of children with disabilities
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Abstract/Notes: The purpose of this quantitative non-experimental correlational study is to test the relationship between children having special needs and the rate of homeschooling and to test the relationship between parental dissatisfaction with the learning environments in public or private schools and the choice to homeschool. The theoretical framework in this dissertation focuses on the Holistic Learning Theory and the Montessori Method. “What is the relationship between children having special needs and the rate of homeschooling?” and “What is the relationship between parental dissatisfaction with the learning environments in public or private schools and the choice to homeschool?” are the two research questions asked. Two instruments to be utilized for this study are the 2019 Homeschooling and Full-Time Virtual Education Rates and the 2019 Parent and Family Involvement in Education Survey, PFI, Public Use Datafile Codebook. The population to be analyzed from the 2019 Homeschooling and Full-Time Virtual Education Rates includes a weighted number representing 1.5 million homeschooled students in the United States ages 5-17 based on the sampling method provided. A quantitative non-experimental correlational analysis using Pearson’s Correlation Coefficient Test, and the Chi-Square Test of Independence provides the answers to the research questions. The practical information in this dissertation can be used to increase awareness as to why many parents choose to homeschool their children. The study can also help medical providers, professional teachers, and other service providers discern the growing need for services for homeschooling families. This study could impact industries for medical providers, sports coaches, and educational providers by encouraging these professionals to increase their services to assist homeschooling families. Future research can be done to highlight the growing need for services for homeschooling families, including online therapy, inclusion in local sports teams, and virtual courses.
Language: English
Published: United States -- Tennessee, US, 2024
Master's Thesis
Exploring the Impact of Montessori Approach on Early Reading: Case of Private Schools in Tiaret
Available from: Ibn Khaldun University of Tiaret (Algeria)
Samah Achoura Meddah (Author) , Chahinez Chouihi (Author)
Africa, Algeria, Maghreb, Montessori method of education, Montessori schools, North Africa, Reading - Instruction and study
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Abstract/Notes: Early language development is crucial, especially for the development of reading skills, hence appropriate teaching strategies must be used throughout this phase. Unfortunately, the methods used in language instruction nowadays are frequently critiqued for being inadequate and insufficient in meeting the needs and interests of young learners. This research aims to investigate the extent to which the Montessori approach is effective in teaching and learning early reading skills as an alternative to traditional methods. In order to accomplish this objective, a mixed-method approach is used where three research instruments have been employed: a questionnaire addressed to teachers in private schools in Tiaret, a classroom observation, as well as a test as a quasi-experimental approach. Based on an in-depth analysis of the results, the Montessori approach has been demonstrated to effectively teach early reading skills besides being fun and catering for different learning styles. It is suggested for use in language syllabi, either partially or entirely.
Language: English
Published: Tiaret, Algeria, 2024
Master's Thesis
Méthode montessori: La place de la motivation dans l'enseignement apprentissage de l'oral: Cas des apprenants de 5éme année primaire [Montessori method: The place of motivation in teaching oral learning: Case of learners in the 5th year of primary school]
Available from: Ibn Khaldun University of Tiaret (Algeria)
Mihoub Hind Narimane (Author) , Hamidi Hanane (Author)
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Abstract/Notes: Ce présent travail de recherche s’inscrit dans le domaine de la didactique du FLE et del’enseignement / apprentissage de l’oral. Nous nous sommes intéressés aux facteurs motivationnels impliqués dans l’acquisition de la compétence à communiquer langagièrement chez les apprenants de 5 AP . Nous avons adopté une démarche expérimentale en décrivant et en analysant les données collectées à travers une grille descriptive et des observations de classe avant et après l’application de la méthode Montessori lors des séances de production orale. Notre objectif est de trouver des pistes motivationnelles susceptibles d’améliorer la compétence langagière. [This present research work is part of the field of FLE didactics and teaching/learning of oral communication. We were interested in the motivational factors involved in the acquisition of language communication skills among 5 AP learners. We adopted an experimental approach by describing and analyzing the data collected through a descriptive grid and class observations before and after the application of the Montessori method during oral production sessions. Our objective is to find motivational avenues likely to improve language skills.]
Language: French
Published: Tiaret, Algeria, 2019
Doctoral Dissertation (Ph.D.)
A Revolution in the Human Sciences
Available from: OhioLINK ETD Center
William James Kuehnle (Author)
Comparative education, Education - Philosophy, Maria Montessori - Philosophy, Montessori method of education, René Girard - Biographic sources, René Girard - Philosophy
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Abstract/Notes: This dissertation brings the philosophical anthropology of René Girard to bear on the progressive pedagogical and political tradition. My argument is that René Girard’s insights into the origins of our desires and institutions produce pedagogical and political consequences. This is a departure from conventional interpretations of Girard’s mimetic theory. Attending to the role of imitation, desire, and violence in educational philosophy, this study shows that Girard fully brings to light the psychological, social, and theological elements that distinguish Maria Montessori from her progressive predecessors. I contend that the resonance between Girard and Montessori arises from shared intuitions regarding the relation of desire to violence and shared religious convictions. As Maria Montessori leads to the discovery of René Girard the educational philosopher, I also find René Girard the political philosopher. Considering the unity of pedagogy and politics in the progressive tradition, I show that René Girard provides complementary structures for educational and democratic renewal. These new perspectives on René Girard demonstrate the expansive quality of his thought, healing rivalries between students, friends, and citizens.
Language: English
Published: Columbus, Ohio, 2024
Master Thesis
Farm to School Education: Exploring the Role of Farm to School in Holistic Adolescent Development
Available from: Norwegian University of Life Sciences
Maria Veronica Vidal (Author)
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Abstract/Notes: Efforts to combat the negative impacts of our modern food system, including health issues and environmental degradation, are gaining momentum through initiatives like the farm to school movement. The farm to school movement, particularly in the United States, focuses on integrating gardening and food-related activities into school curricula to reconnect individuals with fresh produce, instill healthy eating habits, and promote local agriculture while reducing environmental harm. This holistic approach to education emphasizes the "whole child," aiming to enhance academic achievement, as well as social, emotional, and physical wellbeing. However, despite its potential benefits, farm to school education still faces challenges such as limited resources and institutional support, highlighting the need for further research and integration into mainstream education to fully realize its potential in fostering sustainable relationships with food and the environment. This study provides insight into Farm-school KC, a unique example of a school utilizing a farm setting to support the holistic development of adolescents aged 12-18. Through the qualitative methods interviews, participant observation, and focus groups, the study identified themes such as real-world learning, responsibility through work, building community, moving and connecting to the outdoors, and learning to care for others, demonstrating how farm to school education supports the whole child. While the findings align with existing research on farm to school initiatives, the unique characteristics of Farm-school KC offer new perspectives on approaches to integrating farm to school education into school systems.
Language: English
Published: As, Norway, 2024
Master's Thesis
Time Spent Outdoors in Early Childhood Montessori Classroom: Its Effects on Self-Regulation
Available from: MINDS@UW River Falls
Jessica Rodammer (Author)
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Abstract/Notes: This study examined the effects of time spent outdoors on self-regulation in the context of the early childhood Montessori classroom. We examined literature and research related to outdoor education throughout history and specific to the early childhood environment in the United States. Although we discovered research related to activity levels in the early childhood Montessori classroom and to self-regulation in the outdoor classroom, we did not find research related to both the early childhood Montessori classroom and self-regulation in the outdoor environment. Therefore, we constructed an instrument, surveys, and an interview to track the time spent outdoors to the self-regulation of students in an early childhood Montessori outdoor classroom consisting of 13 participating students. Accurately tracking a correlation between two variables requires a static environment. Unfortunately, due to the COVID-19 pandemic, staffing difficulties, and pregnancy related guide absence, the classroom environment was in flux. This lack of normality in the environment made drawing a direct correlation between time spent outdoors and the relative self-regulation of the students difficult to determine. After the researcher left the job at the school, had a child, and moved, data were also lost. Therefore, the results of this study are largely inconclusive. However, if the parent survey had a larger sample size reporting similar result, the researchers would conclude that the outdoor classroom had a neutral to positive impact on self-regulation during complex transitions with parents. This study illustrates the importance of outdoor education, its possible impacts on self-regulation, and the need for further investigation.
Language: English
Published: River Falls, Wisconsin, 2024
Master's Thesis
An Exploration of Upper Elementary Student's Experiences with Math Practice Using Choice, Slef-Checking, and Non-Didactic Manipulatives
Available from: MINDS@UW River Falls
Angela D. Kaul (Author)
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Abstract/Notes: The purpose of this action research was to explore how upper elementary students in a Montessori classroom experience being offered choice in their math practice materials, as described by the students themselves as they reflected on their choices and practice. Students were introduced to a new material that utilized a physical manipulative as an alternative to their current worksheet for their daily math skill review. Twenty-one participants were offered this choice twice a week for five weeks and invited to complete a reflective survey about their experience each week, as well as a final survey at the conclusion of the choice weeks. As shown by student survey responses, 71% of participants liked being offered a choice and 53% of participants would choose to continue using the new material. Students also reported high degrees of satisfaction with their material choices each week and were able to identify their reasoning for why they chose the material they did each time. Nineteen percent of participants chose to continue their original method of practice exclusively and selected the reason of wanting to stay with their routine in 84% of their survey responses. Thirty-three percent of participants chose to use the new material exclusively and selected preferring hands-on materials in 82% of their survey responses. Forty-eight percent of participants chose a combination of materials. This study confirms that upper elementary students enjoy having choices between different learning materials and can self-reflect on why a particular choice felt best to them personally.
Language: English
Published: River Falls, Wisconsin, 2024