東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Impact of Montessori Practices.

Franklin Burney, Sonya.

Linked to FindBook

Google Book

Amazon

博客來

The Impact of Montessori Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Montessori Practices./
Author:	Franklin Burney, Sonya.
other author:	Kent, Jacqueline
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617130
ISBN:	9780355169300

The Impact of Montessori Practices.
Franklin Burney, Sonya.

The Impact of Montessori Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 211 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Lipscomb University, 2017.

This mixed methods study examined the impact of School Y's Montessori approach on their students' academic achievement, perceptions of executive functioning skills, and the school's culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y's Montessori approach on students' executive functioning were examined. The stakeholders' perceptions of School Y's culture were also identified. There were three main findings of the study: 1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, 2) executive functioning skills were attributed to student success, and 3) cultural practices included individual instruction, mastery, real-life learning, positive discipline, peace education, a strong sense of community, parent education and support, mindfulness in the classroom, and an emphasis on environment. Additional findings showed the NCE results of both the Stanford and the OLSAT were above grade level expectations across all grade levels and subjects. These results could be an indication that the Montessori approach used by School Y was preparing the students for success in the subjects assessed. The findings were inconclusive because there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT. However, their results were above grade level expectations across all grade levels and subjects.

ISBN: 9780355169300Subjects--Topical Terms:

529436
Educational leadership.

The Impact of Montessori Practices.
LDR:02684nmm a2200313 4500 001 2154962
005 20180426101949.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355169300
035 $a (MiAaPQ)AAI10617130
035 $a (MiAaPQ)lipscomb:10163
035 $a AAI10617130
040 $a MiAaPQ $c MiAaPQ
100 1 $a Franklin Burney, Sonya. $3 3342701
245 1 4 $a The Impact of Montessori Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Deborah K. Hoggatt.
502 $a Thesis (Ed.D.)--Lipscomb University, 2017.
520 $a This mixed methods study examined the impact of School Y's Montessori approach on their students' academic achievement, perceptions of executive functioning skills, and the school's culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y's Montessori approach on students' executive functioning were examined. The stakeholders' perceptions of School Y's culture were also identified. There were three main findings of the study: 1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, 2) executive functioning skills were attributed to student success, and 3) cultural practices included individual instruction, mastery, real-life learning, positive discipline, peace education, a strong sense of community, parent education and support, mindfulness in the classroom, and an emphasis on environment. Additional findings showed the NCE results of both the Stanford and the OLSAT were above grade level expectations across all grade levels and subjects. These results could be an indication that the Montessori approach used by School Y was preparing the students for success in the subjects assessed. The findings were inconclusive because there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT. However, their results were above grade level expectations across all grade levels and subjects.
590 $a School code: 1752.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational philosophy. $3 3173367
650 4 $a Education. $3 516579
690 $a 0449
690 $a 0998
690 $a 0515
700 1 0 $a Kent, Jacqueline $e joint author $3 3342702
700 1 0 $a ushamba, Ashley $e joint author $3 3342703
710 2 $a Lipscomb University. $b Education. $3 3342704
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 1752
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617130