Language: English

Abstract/Notes: This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.

Language: English

Published: St. Paul, Minnesota, 2014

Language: English

Abstract/Notes: This ethnography drew on Vygotsky's (1986, 1978) sociocultural theory of development to understand social emotional learnings of young children. The unique K-8 span of circle group--coupled with intentional activities--provided the rich context for language and interactions between students. Examining a school with a mature philosophy and established practices highlighted the in-depth exploration of interactions in a multiage context. Young children depend on and are influenced by their context, linking to data collection methods appropriate for young children. Observations and fieldnotes of circle group interactions were aided by videotape which was utilized as a prompt during focus group interviews the following day (Graue & Walsh, 1995). Additional interviews with school personnel and parents explored perceptions pertaining to multiage groups and student experiences at the site. Artifact analysis included notebook entries by students who voiced concern and questions about what happened in school. Evidence of practicing nurturing relationships and exercising voice in circle group indicated multiage grouping complements the ideal of democratic practices in a school setting (Glickman, 1998; Goodlad, 1996; Parker, 1996). Students were active participants in democracy, believing that they had something to offer each other and the larger community. Circle group provided regular practice in expressing ideas and dealing with conflict. Intentional student-engaging activities were cooperative in nature, and open-ended, allowing all students to be participants. This wide span of ages and abilities enabled both--younger and older students--to be the capable one in circle group.

Language: English

Published: Laramie, Wyoming, 2009

Abstract/Notes: Children have an innate sense of curiosity about nature. “When children come in contact with nature, they reveal their strength” (Montessori, 1967, pg. 69) and therefore, outdoor education can be a useful learning tool for students. Whether being outdoors or bringing the nature-based activities inside, children have the opportunity to work with all of their senses. A growing number of schools around the United States have begun adding outdoor learning to their curriculum (Lieberman & Hoody, 1998) to bring a positive outcome to students’ behavior. Outdoor learning provides another environment that children can thrive in and hopefully benefit from. As many students struggle with learning confined to an indoor learning environment, like most classrooms, changing the environment offers students a uniquely rich context to frame student learning and provides them with movement, stimulation and grabs their attention so they can focus better (Bjorge, Hannah, Rekstad and Pauly, 2017). “If students are more focused, it is less likely for them to cause disruptive behaviors” (Bjorge, et. al, p. 4). This positive change in behavior is beneficial for everyone including students, teachers, and parents. By incorporating outdoor learning regularly in a classroom, children are given the freedom to move and explore on a sensorial level that may promote positive learning abilities. Using the outdoor environment as a classroom setting can have an impact on children who are not successful in an indoor classroom setting. According to existing research, (Bjorge, et. al, 2017; James, J.K. and Williams, T., 2017; Lieberman & Hoody, 1998) student motivation and concentration behaviors, as well as overall well-being, can be greatly impacted and improved through outdoor learning opportunities.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of this study was to investigate what effect an alternative assessment strategy would have on students’ engagement, motivation, and overall learning in an urban, private Montessori middle school program located in the Midwest. Two teachers and 13 students participated in two phases (one social studies and one science unit) over the course of six weeks. Teacher-assigned grades on class and homework were removed and replaced with student-determined final grades based on self-assessment using collaboratively created rubrics and individual portfolios. Students kept daily learning logs and completed a pre- and post-unit survey designed to measure their level of engagement, motivation, and learning preferences. The researcher kept daily observational notes as well as tallies of behavioral markers for engagement and disengagement. Students were also invited to give open-ended feedback about their experience at the end of the intervention. The results showed that while the alternative assessment model did not have a direct impact on students’ daily engagement or intrinsic motivation, it did increase students’ understanding of how their work correlated to a final grade in the unit, and it created opportunities for students to make connections to their learning and thus more actively plan their future work. Additionally, a direct correlation appeared between the level of student activity and student engagement in classes, indicating the importance of reducing passivity as much as possible in the daily learning process.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: The purpose of this action research study was to discover if exposure to nature-based education would increase student’s eco-centric views of the environment. The intervention took place over a four week period at a private Montessori school in France. 11 students and their parents participated in the study. Students ranged in age from 2 to 3 years. Qualitative and quantitative data were both collected via a parent questionnaire, pre and post student surveys, daily observations, and a teacher reflection journal. Analysis of the data revealed that the more days a child participated in the nature-based lessons and activities, the more eco-centric development they achieved. Further research could be done during different seasons throughout the year as outdoor time was limited during the winter months. A similar study conducted over a longer period of time may also yield interesting results.

Language: English

Published: St. Paul, Minnesota, 2017

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: 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

Language: English