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29 results

Master's Thesis (Action Research Report)

The Efficacy of Google Slides on Adult Learning Outcomes in a Montessori Teacher Training Center

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project investigated how to establish effective instruction and learning tools, specifically, Google Slides within Google Classroom, in an online Montessori Teacher Training Center. Effective instruction includes ways to simulate the positive experiences found in an inperson model, such as community building and collaborative learning. This study investigated training modules, surveys, document collection, and interviews of enrolled adult learners and program instructors. Students and instructors had similar previous experience with Gmail and Google Docs, and less experience with Google Slides. Following the intervention, students reported that Google Slides worked well as an asynchronous learning tool, and the positivity of the impact changed depending on how Google Slides was used. Based on these results, I recommend that instructors incorporate multi-media into Google Slides for both shared and individual use. It is important to consider ways to incorporate group participation in shared Google Slides. Overall, Google Slides is an effective way to engage students in an online setting.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research was to explore how a social justice-oriented mindfulness practice would impact the self-efficacy of an early childhood educator. This self-study, with the researcher as the sole participant, took place over a six-week period while the researcher was working in a private Montessori school in the Northeastern United States in a classroom of 20 students aged 3-5. The intervention included breathwork; both walking and seated meditation paired with articles, essays, interviews, and poetry relevant to social justice; meditation; and mindfulness. Qualitative and quantitative data were collected through reflective journaling, a record of feelings scale, an attitude scale, and a pre- and post-intervention survey. While the data did not reflect any substantial impact with regards to teacher self-efficacy, the study was transformative in many ways. The intervention resulted in a deeper understanding of social inequities and a heightened sense of self-reflection. A more focused and comprehensive selection of content relevant to equity in the educational setting would likely have allowed for a more guided learning experience. Additionally, community organized events and workshops relevant to this work could play a crucial role in encouraging the need and responsibility to take action in establishing more equitable schools.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

Effects of Mindfulness on Teacher Stress and Self-Efficacy

Available from: St. Catherine University

Action research

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Abstract/Notes: Teachers experience high levels of stress due to the demands of their profession. The purpose of this study is to determine if mindfulness and meditation have an effect on stress levels and self-efficacy. The researcher-participants were two female teachers in public schools. Five days a week for four weeks, the participants practiced mindfulness activities from a curated list including Body Scan, Meditation, Breathing, Yoga, and Journaling.. The participants detailed their stress levels before and after the intervention each day and weekly through different means of data collection. The study used pre- and post-intervention questionnaires, daily journals, and weekly questionnaires to track stress levels. The intervention findings show an overall decrease in stress, one participant’s self-efficacy improved, and the other participant’s self-efficacy decreased. Future research should consider a more varied participant base, a longer period of intervention, a control and experimental group, and other forms of data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

Community and Collaboration: The Effects of Participation in an Online Leadership Cohort on the Self-Efficacy of School Leaders

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project was conducted to see if participation in an online leadership cohort would affect the self-efficacy of school leaders. Using an online platform, seven Montessori heads of schools from the United States gathered to discuss topics of greatest importance to them. The schools represented were public, private, non-profit, proprietary and charter. The heads of schools ranged in experience from 3 to 33 years. They met once a week, for four weeks, for an hour each session to discuss four topics most relevant to the group, as determined by their suggestions. Data was collected using pre and post intervention self-assessments and surveys, as well as field notes, observation records, and tally sheets taken during the four leadership cohort sessions. The researcher facilitated the group and guided the conversations with prompts and continued questions. The heads of school asked questions of each other, offered answers, and shared resources. The intervention was shown to increase the self-efficacy of some participants, decrease the self-efficacy of some participants, and not affect the self-efficacy of others. However, the participants all reported feelings of gratitude for the opportunity to come together, citing community and collaboration as the most positive rewards.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Effects of Professional Development on Collective Teacher Efficacy

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research study aims to determine the effect of control-based group games on self-controlled behavior in a Montessori primary classroom. The study took place over a period of four weeks and included 17 participants ages 35 months to 6 years. A control-based group game, such as Red Light/Green Light or This action research examined the effects of professional development on collective teacher efficacy in a primary Montessori setting. The focus group comprised four participants, three lead teachers, and a site supervisor. The methodology consisted of four one-hour professional development sessions including quantitative and qualitative data collection, initial and final surveys and interview questions, a focus group, and weekly teacher self-assessment. There were four critical findings from the intervention. First, a teacher who demonstrated past negative feelings increased self-perception/ capabilities. Second, the top response to the interview questions was to help other staff/ offer assistance. Third, the teacher’s self-assessment response improved communication during week one intervention but decreased by the end of the intervention. The last finding was improving the participants’ feelings about the program and the school. Potential future action research is recommended to provide longer interventions, more quantitative data tools, and be conducted during a non-pandemic situation.

Language: English

Published: St. Paul, Minnesota, 2021

Doctoral Dissertation

An Investigation of Montessori Education Efficacy versus the Traditional General Education Classrooms for Improved Achievement

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: Students who have attended Montessori pre-kindergarten and kindergarten appear to experience greater academic success than those who attend the general classroom. The purpose of this research was to examine what Montessori classrooms did differently than the general education classrooms and whether Montessori prepares students for greater academic success in elementary school. There is a vast amount of literature available on the impact of Montessori education on student achievement, but few comparison studies. The methodology for this research was causal comparative. Quantitative data was collected to ascertain the practices of Montessori classrooms to produce more academic success than that of the general education classroom. The purpose was to determine if students in a Montessori classroom will have higher academic success or if those in a traditional general education classroom setting will have higher achievement on the MAP reading and math assessment.

Language: English

Published: Central, South Carolina, 2023

Master's Thesis (Action Research Report)

Efficacy of Community Building in Adult Online Learning Environments

Available from: St. Catherine University

Action research, Montessori method of education - Teacher training, Online learning

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Abstract/Notes: This qualitative research study was conducted during synchronous class sessions with adult learners enrolled in an online Montessori teacher education program. The aim was to determine which techniques were being used to facilitate adult learning in an online learning environment. The research collected data through data tools designed to record the observed behaviors of participants engaged in online synchronous class sessions. The data revealed the use of learning techniques beneficial to developing self-confidence, community building, and knowledge acquisition by utilizing qualitative and quantitative research methods. This study can serve as a framework for future research projects focusing on adult learning methods and techniques that will positively impact adult learners’ experience in online learning environments. This study provided evidence that supports techniques that focus on supporting and encouraging adult learners to build self-confidence while cultivating a supportive community of learners. Overall, having synchronous class sessions appear to be beneficial to the building of community, self-confidence of the adult learners, and worthwhile use of time to evaluate the effectiveness of learning in online environments. Synchronous class sessions, accompanied by asynchronous activities of adult learners, are a very effective way of educating future teachers in the Montessori method.

Language: English

Published: St. Paul, Minnesota, 2022

Master's Thesis (Action Research Report)

The Impact on School Progress of Building a Child's Self-efficacy at Home

Available from: St. Catherine University

Action research, Montessori schools, Prepared environment

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Abstract/Notes: This study was conducted to better understand the impact on school progress of building a child's self-efficacy at home. During a parent-teacher conference, the teacher highlighted that my daughter lacks self-confidence in her ability to solve problems independently and avoids challenging tasks, which negatively affects her school progress. My daughter is a second-grader and the only participant in this study. The 5-week intervention focused on building my daughter's self-efficacy at home through reading inspiring books and practicing mindfulness activities. Quantitative data analysis showed a 16% increase in academic growth and a 10% increase in social growth and completed a full set of ten goals almost daily. Qualitative data analysis revealed increased self-confidence, improved problem-solving, and self-regulation. Findings suggest more intervention time to conduct the study with different statements that complement the environment and child's needs and a broader range of participants for more generalizability.

Language: English

Published: St. Paul, Minnesota, 2022

Master's Thesis (Action Research Report)

Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher

Available from: St. Catherine University

Action research, Critical race theory, Montessori method of education - Teachers, Teachers

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Abstract/Notes: This action research project investigated how anti-critical race theory (CRT) legislation in public education has impacted the perceived self-efficacy and emotions of one Montessori educator. This 4- week self-study consisted of daily assigned reading, weekly media, and a weekly conversation to aid in multicultural critical reflective practice (MCRP). Data was measured using a pre-and post- self assessment on Qualtrics, a daily mood app, and daily critical journal reflections. The pre-and post assessment demonstrated an increase in self-efficacy to speak with confidence about the origins of CRT in education research. Daily critical journal reflections displayed an increase in the ability to critically reflect on the educator’s own positionality, suggesting that daily critical engagement with material aimed at increasing awareness of racial inequities in education builds confidence and empathy in educators. Further research should include small groups of teachers utilizing this intervention for professional development, longer or shorter daily intervention, a biometric measurement in place of the daily mood measurement, and follow-up assessments over a longer study period to determine the lasting effects of the intervention. This research has impacted my future in education both personally and professionally, with confidence in my critical thinking skills and greater awareness of how my positionality interacts with structural inequities within education as my greatest perceived benefits.

Language: English

Published: St. Paul, Minnesota, 2022

Article

✓ Peer Reviewed

Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial

Available from: SAGE Journals

Publication: American Educational Research Journal, vol. 51, no. 3

Pages: 567-603

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Abstract/Notes: This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized ...

Language: English

DOI: 10.3102/0002831214523821

ISSN: 0002-8312, 1935-1011

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