Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This action research project examined the effects of social stories on the problem solving skills of preschoolers in a Montessori classroom. The classroom was in a private school in Arizona led by a lead Montessori trained teacher and an assistant teacher. The study spanned seven weeks and the subjects were 22 three to five year old children. Three stories were read to the children. Each story was read at circle time daily for a two week interval. Data collected included the observations of the lead teacher, observations of the assistant teacher, and one-on-one conversations with each child at the end of the study. The data showed an increase in the abilities of the children to solve problems without the need of an adult. Future research could be conducted on the effects on female versus male preschoolers to see if the stories affect the children differently depending on their gender. Future research could also be conducted using stories about different social issues.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Published: Houston, Texas, 1978

Abstract/Notes: Toddlers bundled up in snow clothes are adorable. How does one guide a toddler to dress appropriately? This action research project invited older children to spend five weeks assisting toddlers with learning how to put on snow clothes. An attendance and time log chronicled every day of the study. A checklist of progress with articles of clothing and levels of independence helped monitor the toddlers. Field notes and post-study feedback forms collected additional details. The quantitative and qualitative results showed an increase in independent dressing skills. Transition routines and visual schedules received attention in this study on independent dressing skills. This report contains resources for similar studies. In future studies, pairing toddlers with the same older child for every visit and increasing the number of older children are possible options.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: The purpose of this action research study was to increase preliteracy skills, confidence, and interest in reading in a Montessori early childhood environment through a reading workshop model. Given the pressure on teachers to create stronger readers at younger ages, this work discusses developmentally appropriate language tasks for children ages three- to six-years-old using the Montessori method and emergent literacy theory frameworks. Research suggests children who exhibit confidence and interest in reading develop strong preliteracy skills. These factors predict capable and active readers. For six weeks, a Montessori early childhood classroom of 14 students and three adult guides participated in daily 30-minute reading workshops. These workshops included a short explicit language lesson lasting under 10 minutes, followed by an extended free reading time. The development of preliteracy skills, student confidence in skills, and interest in reading were tracked through formative assessments, observation, student-teacher conferencing, and student self-assessments. After the intervention, an increase in preliteracy skills, interest, and confidence were noted. The students requested to continue reading workshops due to high interest. Further work is needed to analyze the development of reading skills through the reading workshop intervention.

Language: English

Published: St. Paul, Minnesota, 2020

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

Abstract/Notes: This study sought to examine how time management skills would impact the self-efficacy of Teacher Leaders working in a teacher-led school model. The participants of the four-week study were three Teacher Leaders from two teacher-led primary Montessori schools in an urban area. The Teacher Leaders incorporated time management skills including time analysis, establishing goals, prioritization, and planning/scheduling.Data was collected on Teacher Leader productivity, distribution of time among teaching and administrative roles, self-efficacy, and time management behavior through pre- and post- questionnaires, daily to-do lists, and daily activity logs. The study concluded that although the results were not statistically significant, two out of three Teacher Leader’s productivity, time management behavior, and self-efficacy did improve over the course of the study. Further research is needed to determine how these time management skills impact Teacher Leader’s experienced stress, perceived productivity, and to further investigate how Teacher Leaders’ distribution of time among teaching and administrative roles impacts stress and self-efficacy. (Note: The St. Catherine University website has the incorrect title associated with this thesis. The correct title is displayed in the PDF of the thesis.)

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: The purpose of this technology-integrated research is to understand the effects peer collaboration has on students writing skills on 2nd and 3rd graders in a virtual setting. The research took place over five weeks in a lower elementary classroom in a private Montessori school in New England area. The population included 18 students ages 8 to 9. Students participated in a 5-week intervention process, working in groups of 3 on peer collaboration, sharing ideas, and creating group written work. The findings indicate an overall beneficial effect on children’s attitude towards writing, leading to better writing skills and communication skills. Collaborative writing in a technology-integrated platform positively impacted students’ typing skills. Continued research is necessary to assess additional domains such as cognitive improvement, vocabulary effects, and students’ specific writing skills.

Language: English

Published: St. Paul, Minnesota, 2021