Abstract/Notes: The purpose of this research was to teach children how to control and deepen their focus through mindfulness practice. The study integrated a daily practice of Mindfulness Based Stress Reduction (MBSR) movements, breathing, and focus training. The six-week study involved fourteen children between the ages of 5 and 9 years from a private school in the Bay Area of California. Data collection included a pre- and post-assessment for each child, daily observations, and parent observations. Results of the pre- and post-assessments revealed mixed opinions on the connection between deepened focus and mindfulness practice. Observation data showed an overall increase in the children’s ability to use deep concentration on a task. Parent observations indicated that learners did not consistently show comparable effects in their home environments. The data shows a positive correlation between the MBSR practice and focus in children from ages 5 to 9. Suggestions for further research include a larger sample-size across a wider range of diversity and an extended study period.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this research was to identify ways of improving reading fluency for elementary children in grades first through sixth. Children scoring below the 40th percentile on reading standardized test scores, determined our testing population. Four data collections tools were used, including a child-centered survey, a reading fluency rubric, teacher observations, and fluency graphs. The Read Naturally Program was used as the reading fluency intervention. Students made fluency progress in both the upper and lower elementary levels. This research highlights the importance of reading fluency interventions. Further research might focus on self reflection for children using the iPad Read Naturally Program.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this research was to explore the effects of work journals, portfolios, and cosmic education on intrinsic motivation. The study was performed at a Montessori school in Indiana that serves children from birth through high school graduation. Thirtyfour learners in an upper elementary classroom participated in the study over the course of eight weeks. Data collection included two pre- and post-assessments, daily observations, and interviews with participants. Results of the pre- and post-assessments showed an overall decrease in both extrinsic and intrinsic motivation, although learners perceived their work as having greater value and importance. Observation data revealed an increase in desirable behaviors over the course of the study. Interviews indicated that learners enjoyed the interventions and felt they were helpful. The results of this action research suggest that the use of work journals, portfolios, and cosmic education increase engagement and flow in the learning environment.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this paper is to describe the findings of a study on the effects of integrating technology into lessons in a Montessori upper elementary classroom in Raleigh, North Carolina. The research looked at both the student engagement and the retention of information when technology was included in Montessori lessons. This study spanned a six-week period and was conducted with 25 fourth through sixth grade students. Data collection included a pre-lesson questionnaire, a teacher engagement report form, a teacher observation form, a post-lesson feedback form, and a short answer lesson response form. The results of this data analysis showed an overall preference by students for lessons that included technology, an increase in engagement relative to lesson that used only traditional Montessori materials, and a 16% increase in accuracy based on short answer responses when technology was included in one of the seven lessons that were tracked. The results of this action research indicate that utilizing technology in the Montessori classroom may increase student engagement and retention of information.

Language: English

Published: St. Paul, Minnesota, 2015

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: This action research study investigated the effects of bi-weekly, guided, intentional and collaborative classroom material development on the teaching practice of elementary teachers. The study was conducted at a private Montessori school of 125 students, and two elementary teachers participated. Data was collected using a variety of research tools including participant self-assessments, a prepared environment rubric, post-collaboration meeting reflection pages, daily reflection pages and a final conference with the teachers at the end of the research period. Both teachers expressed positive feelings towards the collaborative approach of enhancing their classrooms. The teachers also appreciated the ability to share ideas and best practices with a fellow professional colleague in a targeted area. As the study progressed, the teachers were less likely to share specific information on the daily reflection pages, and student engagement that was anticipated as a result of the subject area enhancements were not as significant as hoped for. The format of these collaborative meetings in a specific subject area could be used in the future as a successful team building mechanism for the entire school staff. Also, these targeted times could encourage material making and beautification of environments throughout the school year.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The purpose of this action research project was to determine if there would be improved development of empathy in elementary students as a result of involvement in the Toddler Mentor Program. The study took place in a 6-9 year Montessori Elementary Classroom. There were eight participants, which were first and second year students in the classroom. The age range was 6-7 years old. The elementary students spent twenty minutes as a mentor in the Toddler classroom once a week. Data was collected by teacher observation pre, during and post project in three different environments, the elementary classroom, the toddler classroom and recess. The students were interviewed following all visits of the toddler classroom and also participated in group discussions. The results showed an increase in empathetic behaviors over the time as a whole group. Individually, the girls displayed consistent empathy in the toddler classroom and the boys showed the most improvement over time. In conclusion, the Toddler Mentor Program provided the students the opportunity to focus on social-emotional skills such as being helpful, kind, respectful, and acknowledging other’s feelings. In order to identify long-term effects outside the classroom more research is recommended.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: The purpose of the research was to find whether the creation of self-assessed student work portfolios would be effective in engaging students in learning opportunities and lead to self-regulated behaviors. The research project was conducted in an upper elementary classroom. The class consists of twenty-three grade four to grade six Montessori students in a private school. Ten students have had a Montessori education starting in preschool, eight students started in grade three, two were held back a year, two students started in grade four, and two students started in grade six. Fifty-two percent of the class has a form of learning difference; prominently dyslexia. Three students are on the Autism spectrum. The sources of data used in this research included observation forms, self-assessment forms, journal prompts, teacher reflection journal, and student-teacher interviews. The results indicated an increase in engagement in learning and self-regulated behaviors. This was equally evident in the students with different learning needs. Implications are that empowering students with self-assessment and choices of work improves work habits and leads to better quality of learning outcomes and engagement. Students improved the most when they combined their self-assessment with peer feedback and were given direct responsibility for the creation of their own portfolio.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The purpose of the research was to find which interventions (cognitive, humanistic, behavioral, social) are most effective in decreasing off-task behaviors in an elementary classroom. The research project took place in an upper elementary classroom. The class consists of sixteen fourth through sixth grade Montessori students in a public school setting. Fifty percent of these students are new to Montessori education. Twenty-five percent of the class is special needs students. The four sources of data used in this research included observation forms, self-assessment forms, a story-evaluation form, and class revision of community rules. The results showed a decrease in off-task behaviors and an increase in on-task learning. The conclusion of this research reveals that the most successful intervention is the behavioral learning theory. Students improve the most when given direct responsibility for becoming aware of and changing their own off-task behaviors. They are able to transfer this knowledge into supporting their community's on-task learning.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: Teacher decision-making is referred to as the fundamental responsibility of teachers. All teachers are asked to make decisions on a daily basis in their classrooms. For decades researchers have collected data on teacher decision-making in hopes to understand how teachers make decisions and why. Interestingly, most researchers collect data on teacher decision-making only in public school classrooms. The purpose of this study was to collect teacher decision-making data in a nearly unexplored classroom environment, the lower elementary Montessori classroom. The objective of this study was to examine what characteristics operated in the decision-making of two lower elementary Montessori guides. The hypothesis was lower elementary Montessori guides may have more opportunities to understand and approach care and culturally responsive teaching given the Montessori environment seeks to develop the whole child. In order to explore lower elementary Montessori guide decision-making I chose to perform a qualitative case study design. First, I gathered information about the school. Second, I collected data on the two lower elementary Montessori guides in this study. Once data was collected I reviewed the data for emerging themes. Then, I asked the question how was care and cultural responsiveness understood and approached in the decision-making of these two lower elementary Montessori guides.The findings of this study revealed three (3) main influences on the decision-making of lower elementary Montessori guides at River Montessori: (1) Association Montessori Internationale Training (AMI); (2) school ideology; and (3) guide improvisation based on student observation. Care and cultural responsiveness was understood and approached by both lower elementary Montessori guides in this study. However, the enactments of cultural responsiveness fell short of normative understandings of culturally responsive teaching (Gay, 2000; 2002).

Language: English

Published: Austin, Texas, 2013