Language: English

Abstract/Notes: This action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: The following research assesses how reading and discussing stories that counter gender stereotypes can increase cooperation and decrease conflict between primary- and elementary-aged students of different genders, as well as to expand students’ conceptions of self and others beyond traditional gender expectations. The six-week study involved 50 participants total, 21 between the ages of 3 and 6 and 29 between the ages of 6 and 9 at two separate Montessori public charter schools in Minnesota. Each participant completed an activity pre- and post-intervention concerning the feminine and masculine traits that they would choose to describe themselves and those that could describe someone they’d want to be friends with. 10-minute observations were taken daily to record instances of cooperation and conflict between children of different genders. Pertinent quotes were recorded during observation periods and in discussions about the counter-stereotypical stories. Results showed an increase in the number of friendships between genders, and a greater number of traits chosen to describe selves and potential friends at the elementary school level. Further research in the area is needed to discover the long-term effects of counter-stereotypical literature, the importance of adults examining their own gender biases, and interventions beyond literature to counter patriarchal norms in classrooms.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of this study was to determine effective ways to improve fluency among lower elementary Montessori students. The study was comprised of 33 students ages 6-9 who attend public Montessori classrooms in North America. The field of research on reading fluency and comprehension was surveyed as a background to support this action research study, which utilized an experimental design, collecting quantitative data through student-generated artifacts. The researchers implemented a reading block into their Montessori classrooms. The large and small group lessons focused on modeled readings from the teacher, repeated readings, and corrective feedback. Data was collected at the beginning and end of the study. Data included words read correctly after three reads, comprehension and fluency scores, and two student selfevaluations rating their knowledge and feelings about reading. Students made progress in all areas measured, including fluency, comprehension, and feelings about reading. This research highlights the benefit of a designated daily reading block and explicit reading instruction, incorporating teacher modeling, repeated reading, and corrective feedback.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: This paper investigates whether and to what degree Montessori’s “Walking on the Line” activity affected student engagement and concentration. This study took place in a private Montessori classroom serving twenty students, aged 33 months through five years. Data was collected using four tools on line usage, engagement, and concentration: a tally of how many times students walked the line, a tally measuring how engaged students appeared while working in the classroom, how long students concentrated following a lesson, and a professional journal. All but the line usage tool gathered baseline data five days before the intervention. Results were inconclusive. While overall student engagement and concentration rose, there was little to no correlation between number of times students walked on the line daily and engagement or concentration. I will continue to offer this activity while investigating additional activities to increase engagement and concentration.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: This action research explores conflicts among preschoolers and strategies for teachers to develop children’s social problem-solving abilities, such as teaching the steps of conflict resolution. Research was conducted in a Montessori preschool setting with children ages 2.5 to 5 years of age. Data was collected on the number of conflicts, types of conflicts, how conflicts were resolved (independently or with teacher assistance), and types of solutions implemented by students. Methods used to collect data included observation, group discussions, and student journals. Results indicated when the steps of conflict resolution were taught to preschool children, the number of conflicts resolved without teacher intervention increased, the frequency students sought teacher guidance to solve conflicts decreased, and the number of journal responses that included positive independent solutions to problems increased. Findings reveal that conflict resolution skills can be successfully taught in preschool settings. Further research is needed to determine additional strategies to strengthen children’s problem solving abilities with certain prevalent conflicts, such as sharing materials, and the effects of environment factors on conflicts, such as class size.

Language: English

Published: St. Paul, Minnesota, 2015

Language: English

Published: Charlottesville, Virginia, 2021

Abstract/Notes: Teacher decision-making is referred to as the fundamental responsibility of teachers. All teachers are asked to make decisions on a daily basis in their classrooms. For decades researchers have collected data on teacher decision-making in hopes to understand how teachers make decisions and why. Interestingly, most researchers collect data on teacher decision-making only in public school classrooms. The purpose of this study was to collect teacher decision-making data in a nearly unexplored classroom environment, the lower elementary Montessori classroom. The objective of this study was to examine what characteristics operated in the decision-making of two lower elementary Montessori guides. The hypothesis was lower elementary Montessori guides may have more opportunities to understand and approach care and culturally responsive teaching given the Montessori environment seeks to develop the whole child. In order to explore lower elementary Montessori guide decision-making I chose to perform a qualitative case study design. First, I gathered information about the school. Second, I collected data on the two lower elementary Montessori guides in this study. Once data was collected I reviewed the data for emerging themes. Then, I asked the question how was care and cultural responsiveness understood and approached in the decision-making of these two lower elementary Montessori guides.The findings of this study revealed three (3) main influences on the decision-making of lower elementary Montessori guides at River Montessori: (1) Association Montessori Internationale Training (AMI); (2) school ideology; and (3) guide improvisation based on student observation. Care and cultural responsiveness was understood and approached by both lower elementary Montessori guides in this study. However, the enactments of cultural responsiveness fell short of normative understandings of culturally responsive teaching (Gay, 2000; 2002).

Language: English

Published: Austin, Texas, 2013

Abstract/Notes: This study explored how narrative was being used to foster meaning-making in Montessori, Steiner, Government and Catholic schools. In-depth interviews of twelve teachers from the four educational settings were used to collect the teachers' stories that comprised the data on narrative use. NUD*IST software was employed to organise data and to focus on emerging concepts through data analysis. A wide spectrum of narrative uses related to meaning making was revealed. These varied understandings support using narrative to foster insight on three levels relating to several theoretical views of narrative and its importance.

Language: English

Published: Sydney, Australia, 2001