Abstract/Notes: The purpose of this action research was to study the effects that daily proactive restorative circle practice (PRCP) had on speaking skills, listening, and positive classroom culture amongst Montessori Children's House students. The research took place over a four week period of time in a two way immersion Children's House in a Montessori public charter school in the Midwest. The population included 8 students ages 4-5.5 years. Students participated in a daily proactive restorative circle each afternoon. The researcher also observed students during lunch to collect data on any influence the PRCP had outside of circle time. Data was collected through field notes, tallies, and a sense of community scale. The intervention suggested an increase in speaking skills and maintaining positive classroom culture. Students also demonstrated an increased sense of responsibility and accountability to the implementation of PRCP. Continued research is needed to determine the effectiveness of PRCP with more participants as well as how the effects of the PRCP transfer over to the general classroom experience.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: The individual through earliest recorded history reveals contradictory views of the human life-span. "Am I a free and unique individual, able to make choices and decide my own destiny?, or, "Am I only a victim of circumstance, a speck of dust in the universe's whirlwind of fate?" Each view is recognized in education and psychology, but the latter outlook is often prominent in schools which discourage decision making. Throughout the life-span, however, the individual must make choices. Allowing the young student to progress on the road to autonomy, requires a new educational outlook. How might teacher education focus on this new perspective? Rational Autonomy (RA) is an original conceptualization of the psychological foundations for a learning-teaching theory of practice; one which promotes autonomy and reasonable decision making in children and adults. Its purpose is to provide a framework for the development of an autonomous educator who may conceptualize the interaction between the dichotomies of autonomy and rationality. These values are imbedded within the leitmotif of liberty and freedom; individuality and socialization; creativity and cooperation all natural tensions within a democracy and a democratic classroom. Cognitive psychologies today advance a view reflecting an autonomous individual who is interactive, purposeful and capable of conscious decision making. Montessori (1870-1952) recognized these traits as inherent in most children. Viewing autonomy and reason as the individual's means to full cognitive and personality development, she proposed an expansive educational psychology which would anticipate this view in cognitive psychology. Until now, few psychological definitions were available to define Montessori's theories. Thus, this thesis defines existent psychology as providing a "Social Cognitive Field" frame in which to define her theories and derive a new concept. The concept of Rational Autonomy incorporates psychological principles from human development, social, personality and learning theories. Constructs are demonstrated by interaction models of the child, family and educator. These are exemplified in a school program through a site and case study. Elementary and early childhood teacher education extends the Design into a life-span theory. The mentor-teacher relationship, curricular implications, educator group facilitation and university aims are included in the RA Design.

Language: English

Published: Corvallis, Oregon, 1989

Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.

Language: English

Published: Las Cruces, New Mexico, 2022

Abstract/Notes: Although a little dated in terms of related research, Haines, dissertation provides a thorough introduction to the topic as well as substantially confirming the accuracy of the ages assigned to each period by Maria Montessori.

Language: English

Published: Edwardsville, Illinois, 1997

Language: English

Published: Moraga, California, 2008

Abstract/Notes: These findings suggest the following implications for teachers, administrators, teacher educators, and reformers. With growing interest in teacher collaboration within already over-burdened systems, understanding school identity is becoming more important to educators. Understanding schools as places where teachers learn to teach can prevent indoctrination. Greater awareness of situated notions about what constitutes good teaching makes implicit values more visible so that they may be examined and reformed. I argue that a search for essential characteristics of good teaching over-simplifies the complexity of teaching. Broadening notions of teaching to include work outside the classroom such as talk about teaching, peer observation, and joint problem setting and solving would enlighten teacher self-evaluation.

Language: English

Published: Urbana-Champaign, Illinois, 2006

Abstract/Notes: The purpose of this action research project was to learn about early childhood Montessori teachers’ feelings and beliefs about mathematics and teaching math, and their awareness of current research regarding the importance of mathematics. Early childhood Montessori teachers were surveyed with questions and opportunities to comment. Instructors who teach Montessori mathematics to future teachers were interviewed, including questions about attitudes towards math they have seen in their adult students and opinions about the need for professional development in math. Adult students enrolled in a Montessori early childhood mathematics class were surveyed at the beginning of the course and again at the end of the course. The results showed that survey participants had both positive and negative experiences in mathematics in their own K-12/college education, with teachers/school as the greatest influencers. Many survey participants indicated that these experiences had long-term effects on their feelings towards math. Montessori instructors have seen hesitancy towards math among their adult students. Many of their students, as well as several survey participants, expressed that the Montessori approach to mathematics helped them, as adults, gain a better understanding of mathematical concepts and increased their confidence. While survey participants agreed that their Montessori teacher education program prepared them to effectively teach math, there is room for further study on the awareness of current research regarding the importance of mathematics in early childhood, increased specificity in Montessori math standards, opportunities for providing mathematical experiences for children throughout the classroom and continued professional development and self-reflection on one’s teaching practice.

Language: English

Published: River Falls, Wisconsin, 2022

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 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: Paper presented at 2nd state level seminar on early childhood disabilities, Hyderabad, February 1991

Language: English