Abstract/Notes: The purpose of this action research was to examine the most effective ways of communicating with parents in the Montessori environment, and to see if incorporating technology and communication skills into the classroom would improve parent-teacher communication and relationships. This study was conducted with the parents of children ages two and a half to six years old in a private Montessori classroom. Classroom management and communication technology in the form of Montessori Compass was introduced into the classroom in order to see the impact on parent-teacher communication. Techniques for improved communication with parents were also used during parent-teacher interactions to order to build stronger relationships. The results of the study were largely positive, with 69% of parents preferring the communication interventions. Further research is implicated in the area of introducing counseling skills to teachers in order to see additional improvement.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: The purpose of this action research project was to find out parents’ attitudes and desires to increase involvement opportunities through the home and/or school setting in order to improve the home-school relationship. Parents of students in a 3-6 year old Montessori classroom at a private school were asked to complete a parent involvement survey, attitude scale, and a parent involvement log in order to analyze current parent involvement. Data showed that the parents desire specific information as events and parent involvement opportunities occur, given verbally, in writing, and electronically, rather than an overview of the whole school year given in September. Infusing the Montessori philosophy of the classroom and school into the home was sought after by all families who participated in this action research project. Further research could center on different modes of involvement such as the use of photographs and video, and increased resources for parents.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: This action research study examines parent-teacher communication using a combination of an online email program called MailChimp, a text app called Remind, and a class web page. A group of 17 parents from a private elementary classroom in a Montessori school agreed to participate in this study. Time sheets, check-off lists, feedback from parents, and statistics from MailChimp were used to collect data. The majority of the parents were pleased with the school-to-home communication during this period. The email and text message programs were the most efficient communication methods. Updating the class web page proved to be the most time-consuming communication process. This study showed why teachers should use a variety of correspondence methods in order to be effective communicators. While I will continue to use MailChimp, Remind, and my web page for parent-teacher communication, I also discovered there is room for improvement in my communication methods.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: Montessori preschool children who are English Language Learners (ELL) age three to five, consisting of one female and six males. It was conducted in two different preschool classrooms, focusing on literacy skills as well as oral communication skills. The direct aim of the study was to help children successfully learn English as their second language while keeping their native language. Researchers also investigated whether parental involvement increased the ability of ELLs to learn the English language. Data collection procedures utilized were: (1) parent interviews, (2) observation and anecdotal records, (3) pretest, and (4) post-test. A take-home literacy kit was used to measure the effectiveness of parental involvement. Researchers also provided a take-home literacy kit for parents to work on with their child at home. Parents were given a total of four literacy kits, one new kit each week. Result of this research indicated an improvement in parent and child interaction. The take-home literacy kit fostered communication between parent and child because words were translated in their home language. Over the course of four weeks, children showed great interest in literacy and progress in their communication skills.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: This action research study was conducted at a rural Montana public school and included students in the first through third grade and their parent participants. The study investigated the ways that parent participation, through parent-school partnerships, could benefit student learning and achievement. The study used a combination of student surveys and interviews, while the parents completed an online survey and questionnaire. The results of the study focused on students’ perceptions of their parents’ involvement in their educational experience as well as primary ways that parents communicate with their child’s school, teachers, and their involvement with their child in and out of school. Further investigation of this study would focus on specific ways parents are involved in their child’s educational experience and observing and documenting parent-student involvement through a school-hosted program during a school day.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: This study was implemented to research the effects of parent education and parents understanding of Montessori, in the form of a parent book club. The aim of this action research project was to improve parents understanding of the basic concepts of the Montessori Method with the goal to persuade parents to keep their students in a Montessori environment as long as possible. This study was conducted in a small private Montessori school. All participants had children that were enrolled in the Montessori school. Data collection was gathered using a pre/post survey, self-assessment surveys, videotaping of the book club sessions, and guided discussion questions. Results suggest that parent education was beneficial regarding parents understanding of the Montessori Method. Results also showed that through parent education parents had more questions about the nuances of education in general after the book club concluded. Through a detailed analysis of the pre and post survey, self-assessment surveys, guided discussion questions, and video recording a secondary result, the creation of community and like-minded individuals, presented itself as a beneficial outcome of parent education. The issue of Montessori students and their transition from a Montessori environment to a traditional educational setting was identified and poses the need for additional research. Overall, findings suggest that as Montessori educators we can strengthen the Montessori movement with the implementation of parent education and additional research.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The purpose of this study was to make more connections from the school to home environment and allow for more parent education opportunities. There were six families included in the study. Home visits were conducted prior to school starting to gain a better understanding about the child’s current home environment. Each week small workbags containing suggestions and pictures on how to organize the home environment, sample fine motor activities from the classroom environment, articles about child development or Montessori, and resources were sent home to families. The families kept these bags for a week and then returned them with a feedback form. Data collection was gathered through pre/post surveys with feedback forms, and observations of morning drop off with parent and child. The findings of this study support prior research in that parents actively engaged with their child’s educational journey will help to support their child in more meaningful ways in the home environment. Through analyzing and summarizing my findings this study provides parents and teachers with more resources on how to successfully implement a variety of parent education tools throughout the beginning of the school year.

Language: English

Published: St. Paul, Minnesota, 2014

Language: English

ISSN: 0006-0151

Abstract/Notes: This study assessed whether there is a correlation between parenting styles (permissive, authoritative, and authoritarian) and the level of aggressive acts and aggressive language in children's play. The participants were 31 parents and their preschool-age boys from a suburban Montessori School in Northwestern New Jersey. A parenting style survey from Active Parenting was used to assess the parent's discipline style. Following this, by the use of event sampling forms, the children of the participating parents were assessed for the level of aggression during play. The results indicated that there was no significant correlation between parenting style, level of aggressive acts and language.

Language: English

ISSN: 1940-154X

Language: English