Language: English

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1354-1498

Abstract/Notes: This study used Baroque background music to mitigate the effects of weather variables on 12 students of a Montessori elementary classroom. The weather forecast data were gathered from the National Weather Service. Two student feedback forms gauged attitudes towards the music and academic activities, focus, and accomplished work. A teacher tally chart marked daily observations of behavior. The study utilized Microsoft Excel with methods of descriptive data analyses, t-tests, and regression analysis. Student appreciation of music varied, but the children’s affinity for music remained high. It is unclear whether the music created a positive mindset. The Baroque background music contributed to higher work accomplishments on days of greater barometric pressure, sky cover changes, and lower changes in precipitation potential. The results of background music on concentration are inconclusive, however, over time, student focus increased with the intervention. A longer duration of study may confirm the findings presented here.

Language: English

Published: St. Paul, Minnesota, 2017

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

Abstract/Notes: Black students consistently underachieve academically in comparison to White students. To minimize the achievement gap between Black students and White students, some experts advocate the use of differentiated instruction as an alternative methodology to teach underachieving students. Differentiated instruction is predicated on teaching students based on their learning abilities and/or learning preferences. The differentiated instructional model examined in this study combined traditional teaching methodology with specific Montessori stage two and stage three constructs. This exploratory qualitative study examined the impact that Montessori constructs combined with traditional teaching methods had on academic achievement of Black students in grades four and five in an inner city school in Dallas County, Texas. The study further explored the sample’s perceptions of and preferences for the combined teaching methodology. The sample group had been exposed to the differentiated teaching model evaluated in the study. Disaggregated 2007 and 2008 TAKS results from the Texas Education Agency were obtained to compare the school’s fourth and fifth grade Black students’ achievement to their cohort groups in the district and in the state. The TAKS data comparisons found variability in performance among the groups in each of the subject areas assessed by TAKS. Qualitative data from a Likert Scale, multiple choice questions, questionnaires, written essay, and interviews were obtained from the participants to examine the students’ perceptions of and preferences for the combined teaching methodology. Data responses were analyzed and themes were developed to determine black students’ preferences for teaching, learning, and factors that contribute to learning. The findings of this study imply that future use of a differentiated instructional model that combines traditional teaching methodology and specific Montessori constructs and principles might be effective in improving Black student achievement.

Language: English

Published: Minneapolis, Minnesota, 2009

Language: English

Abstract/Notes: The intent of this action research was to see if parent nutrition education changed what parents packed in their children’s lunches. This study was conducted at a Colorado Montessori school enrolling infants through kindergartners. Data sources included teacher observation before and after the nutrition classes, a pre-class parental survey on nutrition knowledge and topic needs, a teacher journal, and a post-class evaluation. Results showed that after the class, five out of seven students’ lunches changed 20 to 60%. Parents incorporated ideas learned from the class and ways to entice picky eaters. Based on this action research project, the school is implementing a hot lunch program. I initiated a monthly food club to teach parents ways to cook multiple meals from a basic staple, explore ethnic cuisines, and share recipes.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: Division charts

Language: English

ISSN: 0519-0959