Rediscovering the Child
Review of Montessori Educator Research Projects 2023 –2024
DOI:
https://doi.org/10.17161/jomr.v10i2.23052Ключевые слова:
teacher researchАннотация
Maria Montessori’s early emphasis on systematic observation and experimentation to understand children’s learning predates the formal recognition of the “teacher as researcher” role, which emerged in the 1950s. This article explores the use of action research today in Montessori education, focusing on classroom-based action research (CBAR) and practitioner inquiry as key methodologies for enhancing teaching practices. We begin by defining classroom-based action research and its application in Montessori teacher education, highlighting its role in fostering reflective, evidence-based investigations that improve classroom practices. Two CBAR studies from the University of Wisconsin-River Falls are presented: (1) Kaul’s exploration of student choice in math practice and (2) Thompson’s investigation of structured literacy in a Montessori Children’s House. The article also discusses practitioner inquiry projects from Loyola University Maryland, which examine the inclusion of students with attention deficit-hyperactivity disorder (ADHD) and the effectiveness of Montessori Math materials in promoting math fluency.
Библиографические ссылки
American Montessori Society. (n.d.). Montessori research library. https://amshq.org/Research/ResearchLibrary
Carver, K., & Hassebroek, S. (2023). Rediscovering the Child: Review of Montessori Action Research Studies 2022–2023. Journal of Montessori Research, 9(2). https://doi.org/10.17161/jomr.v9i2.21357
Coghlan, D., & Brydon-Miller, M. (Eds.). (2014). The SAGE encyclopedia of action research. Sage.
Henthorn, R., Lowden, K., & McArdle, K. (2024). ‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education. Educational Action Research, 32(2), 169–185. https://doi.org/10.1080/09650792.2022.2106260
Rutten, L., & Wolkenhauer, R. (2023). What’s the point? A case study characterizing teacher candidates’ purposes for practitioner inquiry. Action in Teacher Education, 45(1), 52–67. https://doi.org/10.1080/01626620.2022.2157906
Stringer, E. T., & Aragón, A. O. (2020). Action research. Sage.
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Copyright (c) 2024 Heather Gerker
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial» («Атрибуция — Некоммерческое использование») 4.0 Всемирная.
