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Master's Thesis (Action Research Report)
Using Mindfulness to Self-Regulate in the Upper Elementary Classroom
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: The purpose of this research was to determine the effects on students’ ability to self regulate while learning about daily mindfulness lessons. The study took place over the course of six weeks in an upper elementary class of 20 students, including four fourth graders, nine fifth graders, and seven sixth graders. The study was conducted in a rural public Montessori school in the Midwest. Students participated in a six-week mindfulness unit from The Mind Up Curriculum (The Hawn Foundation, 2011). The researcher collected data through a pre-and postassessment, students’ self reflections and graphs, researcher’s observation, and researcher’s daily journal. The data suggested students, when given mindfulness lessons, could become more selfregulated. From pre and post assessment, there was a 170% growth in the number of students who would like to use mindfulness techniques in their future. Although the numbers increased, further research could demonstrate effects of mindfulness lessons for on-task behavior and selfregulation over a longer period of time.
Language: English
Published: St. Paul, Minnesota, 2017
Master's Thesis (Action Research Report)
The Effects of Mindfulness Practices and Activities on Student Attention and Work Engagement in a Multi-age 4th to 6th grade Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to test whether the implementation of mindfulness exercises would increase focus and work engagement of students. This study incorporated breathing and visualization exercises three times a week. The 5-week study involved 44 children between the ages of 9 and 12 years in a private Montessori school in Northern Michigan. Data collection included daily tallies of on and off task behavior, daily observations of work engagement, pre and post questionnaires about mindfulness completed by each child, and oneon- one discussions with each participant. Results showed an increase in the number of students on task and more students engaged in work over time. The pre and post questionnaire showed an increase in the number of students who liked mindfulness exercises and thought they were helpful, but expressed mixed opinions related to statements regarding focus and distraction. Eighty-two percent of students responded that they found mindfulness exercises helpful. Thirtysix percent mentioned the words “focus” or “concentrate” in their descriptions of how the mindfulness exercises were helpful. Eighty percent responded that they would use the mindfulness techniques independently. The data showed a positive correlation between the implementation of mindfulness exercises and focus in children ages 9 to 12. Suggestions for further research include increasing conversations about ways students can practice mindfulness exercises independently and an extended research period.
Language: English
Published: St. Paul, Minnesota, 2016
Master's Thesis (Action Research Report)
Purposeful Movement in an Early Childhood Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research was to determine the effects of physical activity through purposeful movement on behaviors and the ability to focus in a mixed-age Montessori Early Childhood classroom. The intervention took place over a period of six weeks in an independent school setting with 17 children ages 2.5 to 6. Data was collected using observation tallies and notes, a teacher journal, and interviews with the children. Results show some of the children’s behaviors were positively affected by the use of specific movement materials. Although there was not much change observed, the intervention appeared to help some children become less distracted and helped them with their ability to focus on lessons in the classroom. Movement lessons in the research that required focused attention for their use were seen to create feelings of calmness in the children. Further research might include the introduction of focused movement exercises such as yoga or the introduction of meditation.
Language: English
Published: St. Paul, Minnesota, 2016
Master's Thesis (Action Research Report)
Implementing Technology in the Primary Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to find out if implementing technology that parallels the Montessori language sequence would increase student engagement with literacy work. Would an increase in student interest facilitate the potential for them to meet the expected goals for alphabetic knowledge? This study was conducted in a primary Montessori classroom consisting of four year-old students identified as being “at risk” for school readiness. Prior to beginning the project, observations of student work with the language materials was conducted to create a log of lessons completed by each student. An assessment of student knowledge of upper and lower case letter names and sounds was also completed. Daily activities to increase phonological awareness were implemented by utilizing the classroom Smart Board and iPad over a six week period. Post assessments revealed an increase in language lessons completed each day and an increase in knowledge of letter names and sounds by most students.
Language: English
Published: St. Paul, Minnesota, 2016
Master's Thesis (Action Research Report)
Music, Community, and Cooperation in a Lower Elementary Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The following research assesses how daily singing and music in an elementary classroom impacted the sense of community, care of materials and cooperation during clean up time. This study involved daily singing of a set of songs with lyrical themes of cooperation and unity, and then playing of recorded versions of the same songs during clean up time. The eight-week study involved 16 participants between the ages of 6 and 9 at a private school in Minnesota. Each individual completed a pre and post-survey. During clean up time, observations of helpful behaviors were recorded, and any relevant quotations noted. Results of the surveys showed an increase in student enjoyment of group singing, and in the understanding of the terms “cooperation” and “community.” There was also an increase in observed helpful behaviors throughout the intervention, particularly in material care. Results show that daily group singing has a positive affect on building community, and increases cooperation levels while caring for materials. Further research may include using group singing to teach other topics such as environmental care, racial equality or academic subject matter.
Language: English
Published: St. Paul, Minnesota, 2016
Article
Student Faculty Ratio in the Montessori Classroom
Publication: Montessori Leadership
Date: Fall 2004
Pages: 26-28
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Language: English
Article
Transitions from the Montessori Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 19, no. 3
Date: 2007
Pages: 10
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Language: English
ISSN: 1054-0040
Article
Three Innovations for the Montessori Classroom
Publication: Montessori Leadership, vol. 7, no. 1
Date: 2005
Pages: 23–24
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Language: English
Article
The Many Faces of Montessori Education: A Classroom Revolution
Publication: Montessori Quarterly
Date: 1979
Pages: 3-7
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Language: English
Article
A Study of Multi-Age or Family-Grouped Classrooms
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 62, no. 7
Date: Mar 1981
Pages: 513-514
Academic achievement, Americas, Early childhood care and education, Early childhood education, Elementary education, Nongraded schools, North America, Student attitudes, United States of America
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Abstract/Notes: This experiment inmulti-age grouping revealed little difference in basic skills achievement levels but a big difference in attitudes toward school.
Language: English
ISSN: 0031-7217