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Master's Thesis (Action Research Report)
Implementation of Self-Regulation and Conflict Resolution Strategies through Conscious Discipline in an Early Childhood Classroom
Available from: St. Catherine University
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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
Master's Thesis (Action Research Report)
The Effects of Motivational Strategies to Increase Teachers’ Commitment and Enthusiasm
Available from: St. Catherine University
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Abstract/Notes: The purpose of this study was to explore motivational strategies that can be used to increase faculty and staff’s motivation in a small private Montessori school, located in New Jersey. Ten members of the faculty and staff participated in this action research project over the course of six weeks. Pre-data collection included an online motivational quiz that identified each faculty and staff member’s top three motivators. Short term goals were created by the participant with the administrator in a pre-conference based on the motivator results of each individual’s pre-test. The administrator used the motivational strategies of each faculty and staff member throughout the research to support them on their short term goal. Data was collected on each faculty and staff member through a weekly conference and reflection journal, as well as a daily job expectation and negative talk tally. The results of this action research suggest that using individual motivators for each faculty and staff member increase employee motivation and enthusiasm in the workplace. The action research project was done at the beginning of the school year when the faculty and staff are the most enthusiastic and motivated. I would like to continue my research throughout the school year, analyzing any significant changes in the data.
Language: English
Published: St. Paul, Minnesota, 2016
Article
Making Sense of Multiage: Socio-Emotional Benefits and Instructional Strategies Developmentally Appropriate Practice
Publication: Journal of Early Education and Family Review, vol. 10, no. 1
Date: 2002
Pages: 6-14
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Abstract/Notes: Examines the social and emotional benefits for children in early childhood multiage classrooms and the strategies teachers implement to promote those developmental domains. Explores findings about the social and emotional advantages for students, and presents advantages and disadvantages from the multiage perspective. Reviews findings on instructional strategies and implications for teaching and research. (SD)
Language: English
ISSN: 1084-6603
Master's Thesis (Action Research Report)
Effects of Mindfulness Strategies on Student Self-Regulation Skills in Primary and Elementary Students
Available from: St. Catherine University
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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
Article
Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 14, no. 1
Date: 2006
Pages: 15-34
Asia, Culturally responsive teaching, India, South Asia
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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.
Language: English
DOI: 10.1080/09669760500446374
ISSN: 0966-9760
Article
Strategies in Communication: Addressing Human Needs [The Personal Style Inventory]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 3
Date: Summer 1986
Pages: 6–11
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Language: English
ISSN: 0010-700X
Article
Strategies for Autism [Montessori Intervention Program]
Publication: Public School Montessorian, vol. 21, no. 1
Date: Fall 2008
Pages: 27
Autism in children, Children with disabilities, Inclusive education, People with disabilities
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Language: English
ISSN: 1071-6246
Article
Online Teacher Preparation: A Status Report on Three Strategies
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Research-Based Strategies for Peace
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 17, no. 3
Date: Spring 2005
Pages: 4, 25
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Language: English
ISSN: 1071-6246
Article
Implementing New Strategies to Strengthen Our Productivity
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 5-6
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Language: English
ISSN: 1054-0040