Abstract/Notes: The purpose of this action research was to determine the effects of trauma-informed strategies on self-regulation and sense of belonging in elementary students. The research took place over a six-week period in an upper elementary classroom in a public Montessori school in the MidAtlantic. The population included 20 students ages 9-11. The intervention utilized traumainformed strategies such as mindfulness, yoga, community building, a calm box, and solo time. Data was collected through daily observations, a daily log, pre- and post-intervention questionnaires, and student journals. The repertoire of interventions proved to be beneficial in positively affecting self-regulation among students. Some positive effects were seen on student sense of belonging, particularly in terms of teacher-student relationships, laying the groundwork for continued growth in this area. The success in establishing positive connections and building self-regulation points to the usefulness of this research as initial steps in applying traumainformed strategies in the classroom. Continued research is needed to determine the effectiveness of further applications of trauma-informed strategies in additional domains, such as academic achievement, social-emotional learning, agency and empowerment, and restorative discipline.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of this study was to determine the effects of mindfulness-based interventions, such as the MindUP curriculum and Exercises of Practical Life, on primary and elementary aged students’ self-regulation skills. This study consisted of a sample size of 38 students from three different Montessori environments. The data was collected over a period of four weeks using a pre and post parent assessment, observational field notes and tally sheets, and a behavioral student self-assessment tool. Results show a connection between the mindfulness interventions implemented and the children’s ability to self-regulate their behaviors and emotions. The data shows positive effects on student self-regulatory skills and it can be integrated into the classroom to facilitate student academic achievement. Our recommendation for future research is to allow for more time to conduct the study.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of this action research was to determine the effect of a variety of mindfulness activities and exercises on self-regulation. Twenty-eight students from a lower elementary class of first, second, and third graders in a public Montessori school participated in the study. Data was collected over a period of six weeks using an on task behavior tally sheet, productivity scoring rubric, observational notes, behavior logs, self-assessments, student feedback, and an auditory following directions matrix. Results show a promising association between mindfulness and self-regulation. All students enjoyed partaking in mindfulness and reported positive associations with the intervention and showed increases in multiple measures. Improvements were observed in productivity, behavior, listening and following directions, and focus to include a decrease in the amount of disruptive behaviors. The data shows that mindfulness can be integrated into the classroom to assist students socially, emotionally and academically. Further research should be conducted to validate these results.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The purpose of this action research project was to study the effects of goal-setting and self-reflection on the intrinsic motivation and on task behavior of students in an upper level (ages 9-12) public Montessori classroom. The project used multiple data sources to better understand the impact of goal-setting and self-reflection on student academic achievement, prosocial behavior, and emotional wellbeing. Teacher-made rating scales and self-reflection prompts were used to determine student outlook on completion of their goals while semi-structured student interviews, given at the beginning, middle, and end of the project, gave insight into student perceptions of goal-setting benefits. After analyzing the results of the data, it was found that weekly short term and long range goal-setting can have a positive impact on student achievement, prosocial behavior, and emotional wellbeing.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: This research sought to determine the effect of implementing an anti-bias curriculum on the selfidentity of children in a private primary Montessori classroom. Twenty-two students aged three to six from a highly concentrated urban community in a northeastern coastal city participated in the study. Pre and post discussion questions, a running log of personal observations, visible child-produced artifacts, and an attribute checklists were the four tools used in this study. These tools determined the effect of the anti-bias work on each child’s ability to self-identify. The interactions and artifacts produced specific and traceable data on children’s thoughts and perceptions before and during the implementation of anti-bias work. Data analysis concluded that the study impacted the student’s ability to self-identify positively. To further investigate this work, I will continue to present anti-bias materials, engage in discussions, and provide diverse works for all children to explore in the inclusive environment.

Language: English

Published: St. Paul, Minnesota, 2017

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

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

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

Language: English

Language: English

ISSN: 1054-0040