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

Abstract/Notes: This study explores how gardening affects students’ focus and attention in a primary Montessori classroom. Over the course of a four-week intervention, the teacher-researcher provided eleven students with mini-gardening lessons, followed by time to use purposeful movement in the garden. When students returned to the classroom to assume their Montessori work activities, the researcher collected data by recording the time it took the students to get on task, whether or not students were focused, and which unfocused behaviors were exhibited. A pre-and post-attitude scale was completed by the students to determine prior experiences and attitudes towards gardening. The study revealed that during the intervention, time to get on task decreased and ability to focus increased. Students who were habitually inattentive and not focused continued this pattern, but did show improvement over the life of the study. Further research is needed to support these findings; post-intervention data could be collected to determine long-term impacts, and a higher number of students should be involved in the intervention for generalization purposes.

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 study investigated how children responded to participating in twenty minutes of nature-based activities that involved direct contact with dirt. The study took place in a Primary Montessori school with 27 children ages 3 to 6 years. The research was conducted over a six-week period in which a pre-assessment was conducted in the first week, followed by four weeks that consisted of presenting 20 minute Nature Work lessons on a daily basis. Once children were shown how to use the materials, data was collected regarding their participation and independent use of the materials. In addition, daily journaling by the researcher was completed to document self-reflection of children's responses to Nature Work. During the sixth week, a post-assessment was conducted to indicate whether the Nature Work intervention influenced the children's interest in connecting and engaging more deeply with nature. Results of the research suggest that the children's participation increased over the duration of the intervention. However, the perceived interest/enjoyment decreased slightly, according to the responses to the Pre- /Post-Assessment questions. The children remained engaged and interested in participating in the Nature Work options: Bulb Planting, Seedling boxes, Transplanting Plants and Worm Composting. A longer study is recommended to increase opportunity for participation in the Nature Work intervention and increase data collection.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.

Language: English

Published: Sacramento, California, 2022

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: The purpose of this research was to find out if implementing technology that parallels the Montessori language sequence would increase student engagement with literacy work. Would an increase in student interest facilitate the potential for them to meet the expected goals for alphabetic knowledge? This study was conducted in a primary Montessori classroom consisting of four year-old students identified as being “at risk” for school readiness. Prior to beginning the project, observations of student work with the language materials was conducted to create a log of lessons completed by each student. An assessment of student knowledge of upper and lower case letter names and sounds was also completed. Daily activities to increase phonological awareness were implemented by utilizing the classroom Smart Board and iPad over a six week period. Post assessments revealed an increase in language lessons completed each day and an increase in knowledge of letter names and sounds by most students.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This action research investigated letter name knowledge gain from integrating a selection of Orton-Gillingham methods into a private Montessori Primary classroom. The methods incorporated included letter name and sound drill, three-letter word practice, vowel game, and sand writing. Eight students, four and five years of age, were included in the study. Sources of data collection include student artifact, teacher assessment, student attitude inquiry, and teacher observational data. Students displayed an overall increase in attitude toward learning letter name and six out of eight students showed an increase in letter name knowledge for both uppercase and lowercase letters. Because of the students increase in enthusiasm for learning letter names and their knowledge gain, I will continue to use the Orton-Gillingham methods. I will also introduce the remaining methods to reach the students who did not show an increase in knowledge of letter names.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebel, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three). Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need.

Language: English

Published: Pretoria, South Africa, 1994

Abstract/Notes: This study explored how narrative was being used to foster meaning-making in Montessori, Steiner, Government and Catholic schools. In-depth interviews of twelve teachers from the four educational settings were used to collect the teachers' stories that comprised the data on narrative use. NUD*IST software was employed to organise data and to focus on emerging concepts through data analysis. A wide spectrum of narrative uses related to meaning making was revealed. These varied understandings support using narrative to foster insight on three levels relating to several theoretical views of narrative and its importance.

Language: English

Published: Sydney, Australia, 2001