Abstract/Notes: This study sought to determine if the implementation of a cyclical process of student goal setting, monitoring of progress, and reflection would improve task performance and intrinsic motivation in middle school learners. Fifteen upper-elementary children in a public Montessori classroom were selected and grouped according to student and teacher perception of their performance the previous year. Prior to the intervention, students completed an assessment of their self-regulation abilities. All students received lessons on goal setting, monitoring, and reflection with the use of a self-regulation notebook to make themselves aware of the standards, set goals, track their progress, and reflect on performance. Teachers collected data regarding on-task performance and on-task behavior. The results showed an increase in both on-task behavior and task completion, but no consistent increase in students’ perception of their self-regulation abilities. A suggestion for further research could be conducting a study of the effect that intentional conversation and student interviews would have on student self-perception of their ability to self-regulate.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: The regulation of behavior is a major issue in early childhood development, with important implications for children’s adaptive and maladaptive developmental outcomes. Emerging research suggests that the degree of successful self-regulation depends upon the efficiency of the child’s attentional system and that the ability to focus and sustain attention supports emotional self-regulation throughout the lifespan. The neural networks that underlie the development of attention are beginning to be charted. Studies have shown that the executive attention network undergoes considerable development between the ages of 2 and 7. To support this development, research scholars have suggested the need to develop curriculum to promote focused and sustained attention in preschool programs. One hundred years ago, Maria Montessori observed that when the environment was designed to promote concentration, children went through a transformative process, which she referred to as normalization. Is normalization the same as self-regulation? This study was designed to examine whether Montessori’s theory of normalization can be considered an applied theory of self-regulation. This was accomplished by analyzing Csikszentmihalyi’s optimal experience theory and Ryan and Deci’s self-determination theory to provide the requisite guidance for developing curriculum capable of nurturing multiple aspects of self-regulation, which led to a conceptual framework for the comparison with Montessori’s theory of normalization. Montessori’s theoretical perspective is not readily available in published literature. Therefore this study used qualitative methods to conduct interviews with 12 Montessori teacher trainers. These individuals are considered the highest authority regarding Montessori theory and practice. Though Montessori’s contributions to the field of Early Childhood Education are often mentioned in university textbooks, the underlying theory (normalization) that guides her work receives little discussion. Without a clear understanding of Montessori’s theoretical perspective, research scholars are not able to isolate distinguishing characteristics that can assess self-regulation as an outcome of the curriculum nor can they adequately compare this approach with other forms of education. By introducing Montessori’s theory of normalization and analyzing it as a theory of selfregulation, this study has created a conceptual framework to articulate the governing characteristics and educational principles necessary to enhance practices that support the development of self-regulation in early childhood.

Language: English

Published: Corvallis, Oregon, 2008

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 action research study investigated the use of child-led play in an after school club as a means to reduce peer conflict and increase cooperation. Prior literature suggests that children behave differently during imaginative play and exhibit greater natural behavior regulation when adult involvement is limited or removed. A small group of child participants, aged 9-14 years, were given materials necessary for a roleplaying game where players take on imaginary characters and cooperatively complete dangerous quests. One child acted as game leader, designing the adventure’s challenges and providing rules adjudication. The children attended six game sessions and completed questionnaires after each meeting. I recorded incidents of conflict between children and rated each game tables' self-management of disagreement. The children also provided verbal feedback in large group discussions. This study indicated that child conflict decreased over time while child awareness increased. Additionally, the children enjoyed their participation. The children who acted as game leaders experienced the greatest change in awareness, resulting in higher expectations of their fellow students. This study has convinced me to incorporate more child-led activity in curricular and extracurricular scenarios. The empathy and self-awareness that grew from leadership during free-play proved the children's good use of independence.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: “ What is this picture?” “This arrow is missing.” Montessori teachers hear these questions daily. These requests, while valid, often come at inopportune times, interrupting the adults work. This study aimed to see if children could gain independence through problem solving thus decreasing interruptions. 26 children and 4 adults were in this experiment. The intervention had two aspects. The first, a series of Grace and Courtesy lessons to help the children problem-solve common work related issues. The second was incorporation of a waiting necklace that the children would wear if they required an adult. Effectiveness was measured by evaluating the number of interruptions received for ten days prior and following the intervention. The results revealed the overall number of interruptions decreased from 71 to 53 and little to no change in the children’s problem-solving habits. This leads to the question, if the experiment was augmented would the results differ?

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of the research was to find whether the creation of self-assessed student work portfolios would be effective in engaging students in learning opportunities and lead to self-regulated behaviors. The research project was conducted in an upper elementary classroom. The class consists of twenty-three grade four to grade six Montessori students in a private school. Ten students have had a Montessori education starting in preschool, eight students started in grade three, two were held back a year, two students started in grade four, and two students started in grade six. Fifty-two percent of the class has a form of learning difference; prominently dyslexia. Three students are on the Autism spectrum. The sources of data used in this research included observation forms, self-assessment forms, journal prompts, teacher reflection journal, and student-teacher interviews. The results indicated an increase in engagement in learning and self-regulated behaviors. This was equally evident in the students with different learning needs. Implications are that empowering students with self-assessment and choices of work improves work habits and leads to better quality of learning outcomes and engagement. Students improved the most when they combined their self-assessment with peer feedback and were given direct responsibility for the creation of their own portfolio.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The purpose of this study was to determine if implementing Conscious Discipline® methods would improve self-regulation and conflict resolution strategies. The action research took place over six weeks in a Montessori classroom with 30 students ranging from 3-6 years old; however, the participants were eight specific four or five year old male students. Four data collection tools were used throughout the intervention; a pre and post intervention survey, a weekly behavioral observation, a student reflection, and an end-of-day self-reflection form. After analyzing the data, evidence showed improved behaviors. By implementing Conscious Discipline®, students were able to improve their self-regulation and peer interaction skills. Potential future action research investigation relating to this study may include what effects Conscious Discipline® would have on females or how Conscious Discipline® helps older participants with more mature social issues such as bullying, fighting, labeling, and peer pressure.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district. Academic pretest and posttest data include scores on the Bilingual Syntax Measure, Metropolitan Readiness Tests, California Achievement Tests, and the Iowa Test of Basic Skills. The McDaniel-Piers Young Children's Self Concept Scale and the Parent Opinion Survey were also administered. A two-way analysis of covariance was used to analyze pretest and posttest academic achievement and self-concept scores, and to test for possible interaction between the programs and the sex variable. The pretest score was used as the covariate. The means of both parent groups were analyzed using the t test for two independent samples. The .05 level of significance was used to test each hypothesis. First-grade traditional students had significantly higher academic achievement scores than first-grade Montessori students. A significant interaction effect at the first-grade level revealed that traditional males had the highest adjusted mean score for academic achievement and Montessori males had the lowest adjusted mean score. Second-grade traditional students showed a significant increase over second-grade Montessori students in self-concept. No significant difference was found in the attitude of parents of students enrolled in both programs. Conclusions based on this investigation are that more similarities than differences are evident between the two programs, differences in academic achievement and interaction effects and sex appeared at only one grade level, differences in self-concept appeared at only one grade level, and parent attitudes are similar. Recommendations include continuation of the Montessori program evaluation and replication using a larger population, different grade levels, and different socioeconomic levels.

Language: English

Published: Denton, Texas, 1982

Abstract/Notes: Montessori education was developed over a century ago. Dr. Montessori and her followers designed learning environments to meet the academic, social and psychological needs of students from eighteen months to eighteen years old. Within her writings and books, Dr. Montessori described strategies and structures that support autonomy, competence and relatedness. These same supports are found within Self-determination Theory (SDT) literature. Research points towards a link between satisfaction of the basic needs for autonomy, competence, and relatedness and increased resilience, goal achievement, and feelings of well-being. . This study examined the influence of enrollment on the development of self- determination in a Montessori middle school which is intentionally created to support the development of autonomy, competence, and relatedness on adolescents. Bounded by self-determination, critical, and student voice theory, this research was designed to give voice to the most important stakeholders in education, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education. Based on the analysis of narrative, the major themes which represented all participants in all cycles were indicators of the importance of autonomy and relatedness. Two themes, "choose type of work", "choose order of tasks" illustrate the importance of autonomy to this group of students. The last major theme, "help me stay on top of things" highlighted the importance of relatedness to the study group. From these themes implications for middle level educators, educational leaders and future researchers were developed. Participants in the study voiced strong opinions about practices which supported autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student- centered learning environment. Educational leaders can support this shift through providing staff development and planning time. Future research suggested by this study include studies which could further examine a possible link between relatedness support and student achievement and studies designed to capture the voices of students with a low measured SDT

Language: English

Published: San Diego, California, 2013

Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010