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Montessori versus Traditional Middle School Teaching Pedagogy and Student Disruption : = A Descriptive Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Montessori versus Traditional Middle School Teaching Pedagogy and Student Disruption :/
Reminder of title:	A Descriptive Study.
Author:	Palm, Monica .
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27546319click for full text (PQDT)
ISBN:	9781392776278

Montessori versus Traditional Middle School Teaching Pedagogy and Student Disruption : = A Descriptive Study.
Palm, Monica .

Montessori versus Traditional Middle School Teaching Pedagogy and Student Disruption :A Descriptive Study. - 1 online resource (155 pages)

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (EDD/CI)--University of Phoenix, 2019.

Includes bibliographical references

The purpose of the qualitative Descriptive Study was to determine middle school teachers' teaching process of Montessori versus traditional methods for promoting positive student behavior through continuous classroom engagement, and the nature of teacher resistance to either teaching method. United States school districts often required students to engage in classroom instruction with little to no behavior disruptions. In many schools, general education classrooms are generally orderly, teacher-student and student-student relationships are positive and teaching and learning go on without major disruption. Teachers in such classrooms identify the importance of averting behavior problems and were effectively using essential prevention tools-engaging instruction, well-managed classrooms, and positive relationships with students. Occurrences such as these presented avenues for classroom disruptive behaviors, which ultimately inhibited the rigor of educating. Sometimes when several students in a classroom demonstrated such behaviors, it created a chaotic environment that was a serious impediment to learning for all students. Manual and computer assisted qualitative analysis of middle school teachers' teaching processes and experiences yielded the nature of resistance to a teaching methodology that engages students continuously in the classroom-learning environment. Understanding of apparent teachers' resistance assisted administrators in identifying the most feasible classroom teaching methodology to reduce classroom behavior infractions. This study concluded with recommendations for administrative leaders in education to promote the best learning environment possible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781392776278Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

EducationIndex Terms--Genre/Form:

542853
Electronic books.

Montessori versus Traditional Middle School Teaching Pedagogy and Student Disruption : = A Descriptive Study.
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504 $a Includes bibliographical references
520 $a The purpose of the qualitative Descriptive Study was to determine middle school teachers' teaching process of Montessori versus traditional methods for promoting positive student behavior through continuous classroom engagement, and the nature of teacher resistance to either teaching method. United States school districts often required students to engage in classroom instruction with little to no behavior disruptions. In many schools, general education classrooms are generally orderly, teacher-student and student-student relationships are positive and teaching and learning go on without major disruption. Teachers in such classrooms identify the importance of averting behavior problems and were effectively using essential prevention tools-engaging instruction, well-managed classrooms, and positive relationships with students. Occurrences such as these presented avenues for classroom disruptive behaviors, which ultimately inhibited the rigor of educating. Sometimes when several students in a classroom demonstrated such behaviors, it created a chaotic environment that was a serious impediment to learning for all students. Manual and computer assisted qualitative analysis of middle school teachers' teaching processes and experiences yielded the nature of resistance to a teaching methodology that engages students continuously in the classroom-learning environment. Understanding of apparent teachers' resistance assisted administrators in identifying the most feasible classroom teaching methodology to reduce classroom behavior infractions. This study concluded with recommendations for administrative leaders in education to promote the best learning environment possible.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a Middle school education. $3 969762
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653 $a Student behavior
653 $a Teacher methodology
653 $a Teacher pedagogy
653 $a Traditional
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710 2 $a University of Phoenix. $b School of Advanced Studies. $3 3184515
773 0 $t Dissertations Abstracts International $g 81-05A.
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