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557 results

Master's Thesis (Action Research Report)

Inclusion of Special Needs Students in a Montessori Elementary Classroom

Available from: St. Catherine University

Action research, Americas, Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, North America, People with disabilities, Special education, United States of America, Upper elementary

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Abstract/Notes: This study project was designed to study the effectiveness of implementations to aid in the successful inclusion of special needs students in a Montessori elementary classroom. This study also looked at the impacts that inclusion has on special-needs students. This study took place in a small Montessori upper elementary classroom of fourth through sixth grade in the southern United States. The implementations included self-control building, self-regulating and calming activities, Grace and Courtesy lessons, team building activities and oral reading, discussions and journal entries of Wonder (Palacio, 2012) Data was collected using student journals, an observational tally, researcher’s field journal, discussion notes and parent pre mid and post surveys The findings indicate there is a correlation of use of the implementations and a reduction of inappropriate interactions. It is recommended that future studies focus on a larger subject base as well as a more longitudinal period of implementations and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Effects of Modeling High-Leverage Practices on Classroom Management Skills

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

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Abstract/Notes: The purpose of this study was to see how using High-Leverage Practices with a novice teacher would affect her classroom management skills in a lower elementary, Montessori classroom. Teaching in a lower elementary, Montessori classroom is always difficult as it is a mixed-age environment of first through third grade students. It is also difficult when the teacher is new to the field of teaching. Since many teachers come to teaching from other careers, learning how to effectively manage their classrooms is an on-going struggle. This study focuses on what happens when a master teacher, with more than 20 years of experience, works with a novice teacher who has taught for less than 3 years. The researcher used High-Leverage Practices to model teaching practices in the novice teacher’s classroom based on observed areas for growth. Improvements were seen in the areas selected by the novice teacher, such as giving individual and group lessons, redirecting students who are not engaged, and lesson preparation. Research should continue in this area as there is little history of this practice in Montessori teacher education. Research should also continue to see if the effects of the interventions would be more significant over a longer period of time.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Effects of Teacher-Centered Coaching on Whole-Class Transitions in a Montessori Lower Elementary Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

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Abstract/Notes: The purpose of this action research project was to explore what effects one-on-one coaching would have on whole class transition times. The transitions in question were in a class of first through third graders moving from the period of class-time consisting of individual or small-group work choices to the whole class gathering in order to move on to the next activity, such as circle time in preparation for lining up to head to another part of the school building for Specials classes or lunch or to recess. Mostly this consisted of cleaning up the classroom and gathering as a whole group at circle time. Individually coaching the teacher in implementing specific techniques from No-Nonsense Nurturing® (NNN) online training platform could affect the quality and length of time of identified whole class transitions. Coaching techniques consisted of one-on-one meetings between coach and teacher for identifying through observation, learning through online training and coaching conversations, and planning improvements with the coach as partner. The data collection utilized pre- and postintervention questionnaires, daily time tracker tally sheets, daily phrase tracker tally sheets, and weekly discussion questionnaires. Participation in the coaching cycle was found to improve the teacher’s understanding of NNN as a tool to increase the teacher-student relationships. This, in turn, increases efficiency in whole-class transition times.

Language: English

Published: St. Paul, Minnesota, 2020

Article

Why Our Montessori Classrooms Are Computer Free

Publication: Montessori Leadership, vol. 1, no. 3

Pages: 15–16

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Language: English

Article

Question and Answer: Observation in the Elementary Classroom

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 2

Pages: 59–63

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Abstract/Notes: An article filled with suggestions on how to develop observation habits in the elementary classroom.

Language: English

ISSN: 0519-0959

Article

Courier Classroom: Light and Shadow

Publication: LM Courier

Pages: 2

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Language: English

Master's Thesis (Action Research Report)

The Effects of Community Building Music on Transition Time in an Early Childhood Montessori Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research study was to determine how community building music would affect the transition time in a primary Montessori classroom. The researchers were two female preschool teachers in public Montessori schools. The participants, aged three to six years old, were involved in a daily clean-up time, which took place before the study began. The teachers added a music intervention for four weeks to see if the dynamics of clean-up time would change. The teachers documented the research study using qualitative and quantitative data tools. The data tools included student surveys, teacher journals, a timer log, and a classroom tracker sheet. The intervention findings showed an overall decrease in the amount of time students took to clean up and an increase in happiness and community involvement in the classroom. Future researchers should consider the pre and post student survey be completed on an individual basis. Additionally, increase the length of baseline data collection and intervention.

Language: English

Published: St. Paul, Minnesota, 2020

Article

Integrating Songs and Activities to Make Peace in the Classroom

Publication: Montessori Leadership

Pages: 22–23

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Language: English

Article

Creating a sense of excitement, imagination and wonder in the elementary Montessori classroom

Publication: Montessori Leadership

Pages: 11-13

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Language: English

Article

Helping Children within the Classroom Community Cope with Grief and Loss

Publication: Montessori Leadership

Pages: 33–35

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Language: English

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