A 3-Year Study of Self-Regulation in Montessori and Non-Montessori Classrooms

Autor/inn/en	Ervin, Barbara; Wash, Pamela D.; Mecca, Marilyn E.
Titel	A 3-Year Study of Self-Regulation in Montessori and Non-Montessori Classrooms
Quelle	In: Montessori Life: A Publication of the American Montessori Society, 22 (2010) 2, S.22-31 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-0040
Schlagwörter	Student Motivation; Program Effectiveness; Montessori Method; Self Control; Longitudinal Studies; Study Habits; Comparative Analysis; Academic Achievement; Teacher Attitudes; Correlation; Parent Attitudes; Elementary School Students; Rural Schools; Urban Schools; Interpersonal Relationship; Interviews; Student Attitudes; Family School Relationship; Surveys; Parent Role; South Carolina + Suchen Sie Ihr Suchwort? Schulische Motivation; Montessori pedagogics; Montessori-Pädagogik; Selbstbeherrschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Lehrerverhalten; Korrelation; Elternverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Schülerverhalten; Survey; Umfrage; Befragung; Parental role; Elternrolle
Abstract	Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work (1978). Though Montessori did not use the term "self-regulation," the descriptions of inner discipline, or "normalization," in her writings are clearly related to this concept. Because Montessori classrooms emphasize developing behaviors associated with self-regulation, Lander University's Montessori Teacher Education Program chose to focus on this as a topic of research in a 3-year study funded by a 2004 congressionally directed grant. Findings showed positive results for Montessori children in ratings of self-regulation and academic performance which affirm the effectiveness of Montessori classroom practice in fostering positive work habits and internal motivation. The authors hope that these results will lead more public school administrators, particularly those in small rural settings where programs of school choice are rare, to consider Montessori a viable option. (Contains 4 tables.) (ERIC).
Anmerkungen	American Montessori Society. 281 Park Avenue South, New York, NY 10010-6102. Tel: 212-358-1250; Fax: 212-358-1256; e-mail: info@amshq.org; Web site: http://www.amshq.org/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10