Language: English

Abstract/Notes: Presentation by Nell Weniger

Language: English

Abstract/Notes: The purpose of this action research was to decide if conducting guided reading instruction three times a week in a primary Montessori classroom would make an impact on reading levels among kindergarten students. The research took place over six weeks in a public Montessori school. The school is a Title One school located in a rural area of South Carolina. The population who participated in the study were 26 kindergarten students aged five to six from three different classrooms. Our intervention included using a variety of reading strategies such as pointing to each word, using picture clues, sounding out words, and recognizing sight words. Each session lasted around 45 minutes to an hour. Some positive effects of our study were an increase in reading confidence, usage of reading strategies, and overall reading achievement. To expand on our research, we would experiment with implementing this practice at another time during the school day and use additional guided reading techniques.

Language: English

Published: St. Paul, Minnesota, 2022

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: Presented at 1998 Summer Conference

Language: English

Abstract/Notes: This action research sought to answer "What impact does a teacher's insight about transition and attachment theory (Bowlby, 1982) have on a toddler's transition into a new school?" The research was conducted in a Montessori school in Connecticut with 4 teachers, 11 new toddlers, and 11 parents. The researcher intervened with a teacher focus group examining their belief about transition. The data tools included teacher surveys and focus groups, parent checklists, observations on transition behavior, and interactions and program structures section of the infant toddler environment rating scale (ITERS). The findings showed that the intervention enhanced teachers' confidence and positive attitudes toward the transition process, improving quality of care. The results also indicated that building a trusting community, partnership with parents, and improving teachers' resilience would shorten toddlers' transition, and their caregivers' emotional support. Future researchers should concentrate on parent feedback, satisfaction and trust levels from parents about their toddlers' adjustment, relationship between home and school, and transition to primary classroom.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: The purpose of this technology-integrated research is to understand the effects peer collaboration has on students writing skills on 2nd and 3rd graders in a virtual setting. The research took place over five weeks in a lower elementary classroom in a private Montessori school in New England area. The population included 18 students ages 8 to 9. Students participated in a 5-week intervention process, working in groups of 3 on peer collaboration, sharing ideas, and creating group written work. The findings indicate an overall beneficial effect on children’s attitude towards writing, leading to better writing skills and communication skills. Collaborative writing in a technology-integrated platform positively impacted students’ typing skills. Continued research is necessary to assess additional domains such as cognitive improvement, vocabulary effects, and students’ specific writing skills.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This action research project studied the effects of introducing Spanish vocabulary words to a mixed-ages Montessori primary classroom on Spanish vocabulary acquisition and implementation. Spanish vocabulary words were presented in group lessons in half-hour intervals twice a week for four weeks using flashcards. There were three sets of cards –color, fruit, and grace and courtesy. Lessons were given in the Montessori three-period lesson format. Data collection tools provided data that supported successful results with a steady increase in Spanish vocabulary acquisition and implementation. At the conclusion of the study, future research could explore the use of real objects, using extensions to children who show greater interest in acquiring more words, and using songs to teach words. This study was able to provide strong evidence for the positive impact on Spanish vocabulary acquisition and implementation.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This action research study aims to determine the effect of control-based group games on self-controlled behavior in a Montessori primary classroom. The study took place over a period of four weeks and included 17 participants ages 35 months to 6 years. A control-based group game, such as Red Light/Green Light or Simon Says, was implemented daily. Both quantitative and qualitative data was collected from these games, as well as from observations of behavior in the classroom. Though the study found no significant correlation between game outcomes and self-controlled behavior in the classroom, the self-control skills needed to succeed in the games increased notably over the duration of the study. This drastic improvement in self-control skills suggests the need for future, more targeted research opportunities.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This action research investigated the effect of Writing Workshop on the writing proficiency and confidence of intermediate Montessori students. The study took place in a public community school of a major Canadian city with 24 participants of a grade 4, 5, and 6 Montessori classroom. Research was conducted over a six-week period and implemented Calkins, Ochs, and Luick’s (2017) Up the Ladder Writing Workshop Narrative Unit. Data was collected using writing samples scored by adapted 6+1 Traits of Writing Rubrics and students’ self-assessed scores using adapted 6+1 Traits of Writing Student Rubrics, adapted Bottomley et al.’s (1997/1998) Writer Self-Perception Scales, writing surveys, and observational field notes. The data demonstrated an increase in writing proficiency in 96% of students and feeling confident most of the time or always when writing by 31%. This action research recommends further research be done to supplement the Montessori language arts curriculum with Writing Workshop.

Language: English

Published: St. Paul, Minnesota, 2020