Strategies to Support Classroom Integration among New Elementary Montessori Students: Qualitative Case Study

Autor/in	Brown, Desha'
Titel	Strategies to Support Classroom Integration among New Elementary Montessori Students: Qualitative Case Study
Quelle	(2023), (156 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1216-3
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Montessori Method; Montessori Schools; Student Adjustment; Social Integration; Self Contained Classrooms; Transfer Students; Executive Function; Skill Development; Educational Strategies; Social Support Groups; Teacher Role; Administrators; Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Montessori pedagogics; Montessori-Pädagogik; Montessori-Schule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Integration; Hochschulwechsel; Schulwechsel; Studienortwechsel; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrstrategie; Social support; Soziale Unterstützung; Lehrerrolle; Attitude; Einstellung; Verhalten
Abstract	Elementary students transferring from traditional education classrooms to a Montessori school lack executive function skills (EFS) and struggle with academic performance and disrupt classes. The specific problem is the lack of strategies and support from school administrators to address an overwhelming number of new elementary Montessori students needing EFS improvement. The purpose of this qualitative exploratory case study was to explore teachers' and school administrators' perceptions of strategies to support teachers regarding EFS development among new Montessori students in grades first through sixth in a single Southwestern Montessori school. The theoretical framework was primarily Vygotsky's social constructionism. The research question involved: What are teachers' and school administrators' perceptions regarding strategies used to support teachers in developing EFS among new Montessori students in grades first through sixth in a Southwestern Montessori school? The sample included four administrators, eight classroom teachers, and four student support teachers. Individual semi-structured interviews were conducted, and 2 focus groups were employed: 1 for administrators, and a separate 1 for teachers/support personnel. Findings indicated the need for improved vetting of potential students during the admission process, additional classroom resources, and improvements to the parental education module. Future research is needed to explore the potential for an issue-based strategic planning model to foster collaboration between school administration and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01