Abstract/Notes: This action research studied the impact of grace and courtesy lessons on the classroom environment. The study occurred in a private Montessori elementary (6-9 year old) classroom. Eighteen students received daily presentations of grace and courtesy lessons over a four-week period for a total of 20 lessons. Sources of data included photographs, environmental assessments, observations and student evaluations. The presenting of grace and courtesy lessons resulted in improved assessments of the classroom environment, decreased teacher intervention when material misuse was observed and an increase of positive teacher interaction. Students began to complete the entire process or ritual of a work in a Montessori classroom, from the preparation of the workspace to returning the material to its original place on the shelf. Grace and courtesy lessons have positively impacted the classroom environment and will continue to be presented often.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: This action research project investigates the effect of providing earth-conscious materials in the art curriculum on early childhood Montessori students' environmental awareness. The participants for this study were seven preschool students at a private, home-based Montessori school in the urban Western United States. The research design was qualitative and quantitative, utilizing field notes, observational notes, behavioral tally sheets, and group conversational questionnaires to gather information on students' environmental awareness. The students' mean eco-affinity responses increased by 16%, while their mean environmental awareness responses increased by 23%. The frequency of material usage positively correlated with the frequency of environmental actions. The findings suggest that earth-conscious art materials have a positive effect on student environmental awareness. The researcher realized that increased environmental awareness does not indicate increased ecological stewardship. The conclusion of this study urges educators to reconsider the role that art curriculum and materials play on student environmental awareness.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Critical thinking consists of the mental processes, strategies, and representations individuals use to solve problems, make decisions, and learn new concepts. We observed our 6th-year students struggling with algebra functions and problem-solving. These observations motivated us to engage in active research to improve the students' critical thinking and problem-solving skills. We administered interventions that supported the language transfer between traditional mathematical language and Montessori mathematical terms. We utilized direct instruction with concrete algebra materials to lead the students to abstract work in algebra. We also used formal assessments and observations to decide what lessons the students should get next. Our explicit instruction included Hands-On Equations created by Borenson to provide students with a concrete representation of algebraic skills and guide them to abstract understanding. This action research occurred within an Upper Elementary Montessori classroom and included seven 6th-year students aged 11 to 12. Two Montessori co-teachers conducted the study within eight weeks during January and February of 2022. Overall, students showed improvement on assessments, enhanced interest in math, and increased confidence when utilizing their problem-solving skills on problems involving newly learned concepts.

Language: English

Published: St. Paul, Minnesota, 2022

Language: English

ISSN: 0519-0959

Language: English

Language: English

Language: English

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959