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 examines the effects of teacher use of an online record-keeping system on teacher self-efficacy and student self-regulation behavior. Four teachers and thirty-four students between the ages of three and six years old participated in this seven-week study in one of the few Montessori schools in a Latin American capital city. Pre- and post-study data collection methods included a teacher self-efficacy questionnaire and small group discussion, as well as use of the Head-to-Toe Test, a means of measuring children’s self-regulation behavior. For seven weeks, teachers used the program Transparent Classroom to record lessons, inform their lesson presentations, and track overall student progress. Through weekly classroom observations, child behaviors hindering and encouraging normalization were tracked with a tally sheet. Data showed increases in both teacher self-efficacy and student self-regulation, especially in children with the lowest pre-study scores, who saw dramatic gains. These results show the use of a record-keeping system may be a means of increasing achievement and satisfaction in both students and teachers.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: This action research was carried out to determine if the use of an application named Phonics Island would help student knowledge of letters/letter sounds increase. The research was completed in a full day Primary Montessori classroom of 4k and 5k students. Data was gathered using teacher observation and teacher made checklists. Data on students’ feelings toward learning letters/letter sounds was also assessed to see if students’ thoughts about letters changed after incorporating technology. Students were given an iPad for approximately fifteen minutes per day. The letters were grouped in categories, and the researchers chose which group the student needed to complete for the day. The students did show growth over the course of the sixweek study, but it is hard to determine if the growth was due only to the use of the iPads. During the six weeks, the researchers also gave many teacher-led lessons, and the students also completed many student-led, independent lessons that did not include technology. The researchers believe the outcome was due to a combination of iPad lessons, teacher led lessons, and independent lessons. More research could be conducted to test how influential the iPad lessons are by having a control group that received only iPad lessons for a few weeks.

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: 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 purpose of this research was to test if aerobic exercise done before academic work would improve student learning readiness which includes increased alertness, longer periods of concentration and a resilience in doing work. The six-week study incorporated twenty-minutes of aerobic exercise every morning and involved 26 students between the ages of 9 and 12 years in a Montessori classroom. Data collection included pre and post surveys on student energy levels, exercise logs filled out by each student daily, on-task observation sheets and levels of attention observation sheets done by myself daily for the first thirty-minutes to evaluate students’ depth of focus on their first works. Results from the post survey showed that most students’ felt that the exercise increased their energy levels and improved their ability to do academic work. The majority of students recorded an increase in energy after exercise on their daily exercise logs. The data showed a positive correlation between aerobic exercise and student learning readiness in children ages 9 to 12. Suggestions for future research include testing if student physical fitness impacts learning outcomes and an extended research period.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: This study was designed to determine the effect of weekly student-led conferences (both at-home and at-school) on goal setting, goal fulfillment, effort, achievement, intrinsic motivation, and satisfaction. One teacher, eight Montessori third-year lower elementary students, and eight parents participated in the study for six weeks. Baseline data on goal setting and fulfillment was collected and analyzed. Guiding questions designed to encourage and support the students formed the content of the conferences. Pre- and post-intervention surveys were administered. The results showed that while the intervention did not help the students set and fulfill greater quantities of goals, it did have a positive effect on the prioritizing of academic and project-based goals. Communication and relationships between parties also increased, resulting in greater adult awareness of student success and challenge, as well as more supportive adult behavior. Continued research could involve a modified home and school conference format for all lower elementary students.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: This study used Baroque background music to mitigate the effects of weather variables on 12 students of a Montessori elementary classroom. The weather forecast data were gathered from the National Weather Service. Two student feedback forms gauged attitudes towards the music and academic activities, focus, and accomplished work. A teacher tally chart marked daily observations of behavior. The study utilized Microsoft Excel with methods of descriptive data analyses, t-tests, and regression analysis. Student appreciation of music varied, but the children’s affinity for music remained high. It is unclear whether the music created a positive mindset. The Baroque background music contributed to higher work accomplishments on days of greater barometric pressure, sky cover changes, and lower changes in precipitation potential. The results of background music on concentration are inconclusive, however, over time, student focus increased with the intervention. A longer duration of study may confirm the findings presented here.

Language: English

Published: St. Paul, Minnesota, 2017

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: The purpose of this research is to determine what effect weekly conferences and goal setting opportunities have on the motivation of kindergarten children, in a multi-age (3-6 year-old) Montessori early childhood classroom in the Midwest. The goal was for children to become selfmotivated to choose and practice independent work that is developmentally appropriate. Data was collected before, during, and after the project using an observational checklist to determine the effectiveness of implementing goal setting and conferences with students. The research showed that writing goals in a journal was helpful for the majority of students. The students involved in the study came into the classroom ready to choose the lessons that were written in their journal. Also witnessed was an increase in positive talk and encouragement throughout the classroom. The students were reassuring each other and checked on one another to see how close they were to meeting their goals. Future research could be done to determine if goal setting could be carried over into the home and further research into intrinsic motivation of children would be helpful.

Language: English

Published: St. Paul, Minnesota, 2017