Language: English

Language: English

Language: English

Language: English

Abstract/Notes: Over 100 years ago, Maria Montessori created her educational method. The Montessori philosophy of teaching is still thriving in the educational world today. This method incorporates peace, gratitude, and intrinsic motivation directly woven into the philosophy of teaching. This paper will cover three aims; (1) identify how gratitude affects students’ attitude towards learning 2) how daily work conferences affect students overall work completion, and (3) examine how strong parental involvement indicates student success. This paper will provide strong reviews of the Montessori education, and how the strategies of the philosophy impact work completion within the classroom. Gratitude is heavily present in the grace and courtesy aspect of the Montessori philosophy. The school in which the study was conducted implemented a gratitude theme for the school year, this theme easily connected and carried over to the research study.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: UN and UNESCO connections

Language: English

Abstract/Notes: This action research investigated the effectiveness of roleplay and reflection among four teachers guiding twenty-four students in a Primary Montessori environment. The teachers have limited Montessori training. They differ in age, teaching philosophy, cultural and educational backgrounds. This study asked teachers to roleplay strategies that felt counter to traditional practices. The 7-week intervention consisted of ten 15-minute scripted roleplay sessions, five 15- minute unscripted roleplay, and oral and written reflections. I gathered data using pre- mid- and post-self-assessment surveys, written reflection with prompts, and a reflection survey containing predetermined questions. The surveys showed an increase in the teachers’ awareness of their thinking-feeling-deciding processes. Teachers also expressed having access to the thinking-feeling-deciding processes of the child during challenging situations. Limitations lie in the facilitator’s ability to establish safe spaces for roleplay and reflection. This research can be shared with professional development entities and school administration to produce lasting change in adult learners.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: This study project was designed to study the effectiveness of implementations to aid in the successful inclusion of special needs students in a Montessori elementary classroom. This study also looked at the impacts that inclusion has on special-needs students. This study took place in a small Montessori upper elementary classroom of fourth through sixth grade in the southern United States. The implementations included self-control building, self-regulating and calming activities, Grace and Courtesy lessons, team building activities and oral reading, discussions and journal entries of Wonder (Palacio, 2012) Data was collected using student journals, an observational tally, researcher’s field journal, discussion notes and parent pre mid and post surveys The findings indicate there is a correlation of use of the implementations and a reduction of inappropriate interactions. It is recommended that future studies focus on a larger subject base as well as a more longitudinal period of implementations and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

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: Presentation by Nell Weniger

Language: English