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1214 results

Master's Thesis (Action Research Report)

Montessori Mathematics Curriculum and Lower Elementary Students Understanding of Length Measurement

Available from: St. Catherine University

Action research, Lower elementary, Mathematics education, Montessori method of education

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Abstract/Notes: The intent of this action research project was to determine to what extent the Montessori Mathematics curriculum support lower elementary students’ understanding of length measurement. The research took place in a private Montessori school classroom with first and second-grade students. There were 22 students in the class, 11 first graders, and 11 second-graders. Data was collected through a pre and post-test, field notes, and observations. The students also kept a journal and performed self-assessments. Photographs were taken to record the students’ use of different measurement tools. Children’s literature about length measurement was read and discussed with the students. The data indicated that students in first and second grade have a difficult time understanding length measurement, particularly reading standard measurement tools. While the Montessori mathematics curriculum supports student understanding of length measurement, it is clear that some of the students need to have other opportunities using nonstandard tools. Overall, the Montessori mathematics curriculum supported students understanding of length measurement. The findings suggest that additional materials need to be introduced in the classroom for students to utilize, and many opportunities are available to measure with nonstandard tools to completely understand measurement and length.

Language: English

Published: St. Paul, Minnesota, 2015

Article

Voyage on the High Seas [Elementary students tour tall ship]

Publication: The National Montessori Reporter, vol. 23, no. 4

Pages: 18

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Language: English

Master's Thesis (Action Research Report)

A Toddler Mentor Program with Elementary Students to Improve the Development of Empathy

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research project was to determine if there would be improved development of empathy in elementary students as a result of involvement in the Toddler Mentor Program. The study took place in a 6-9 year Montessori Elementary Classroom. There were eight participants, which were first and second year students in the classroom. The age range was 6-7 years old. The elementary students spent twenty minutes as a mentor in the Toddler classroom once a week. Data was collected by teacher observation pre, during and post project in three different environments, the elementary classroom, the toddler classroom and recess. The students were interviewed following all visits of the toddler classroom and also participated in group discussions. The results showed an increase in empathetic behaviors over the time as a whole group. Individually, the girls displayed consistent empathy in the toddler classroom and the boys showed the most improvement over time. In conclusion, the Toddler Mentor Program provided the students the opportunity to focus on social-emotional skills such as being helpful, kind, respectful, and acknowledging other’s feelings. In order to identify long-term effects outside the classroom more research is recommended.

Language: English

Published: St. Paul, Minnesota, 2015

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

Action research

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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

Master's Thesis (Action Research Report)

The Effects of Technology on Engagement and Retention Among Upper Elementary Montessori Students.

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of this paper is to describe the findings of a study on the effects of integrating technology into lessons in a Montessori upper elementary classroom in Raleigh, North Carolina. The research looked at both the student engagement and the retention of information when technology was included in Montessori lessons. This study spanned a six-week period and was conducted with 25 fourth through sixth grade students. Data collection included a pre-lesson questionnaire, a teacher engagement report form, a teacher observation form, a post-lesson feedback form, and a short answer lesson response form. The results of this data analysis showed an overall preference by students for lessons that included technology, an increase in engagement relative to lesson that used only traditional Montessori materials, and a 16% increase in accuracy based on short answer responses when technology was included in one of the seven lessons that were tracked. The results of this action research indicate that utilizing technology in the Montessori classroom may increase student engagement and retention of information.

Language: English

Published: St. Paul, Minnesota, 2015

Master's Thesis (Action Research Report)

The Effects of Daily Art Activities on Attention in Elementary Students

Available from: St. Catherine University

Action research, Attention in children, Lower elementary, Montessori method of education

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Abstract/Notes: The goal of this action research project was to investigate the effects of morning art activities on student focus. The intervention took place over five weeks at a public elementary school. Nineteen students participated in a lower elementary Montessori classroom of six to nine year olds. The qualitative and quantitative data collected were student surveys, behavior tally sheets, student and teacher assessments, field observations and conversations. The evidence showed a relationship between daily art activities and student concentration. The students increased their time on task while writing reflections about their artwork throughout the five-week study. Future research could examine the role of art on students’ social emotional development and how art exploration develops cooperation.

Language: English

Published: St. Paul, Minnesota, 2016

Master's Thesis (Action Research Report)

Will the YouCubed Math Program Improve Upper Elementary Students’ Mathematical Mindset?

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of this study was to determine the impact of the YouCubed math program on upper elementary Montessori students’ mathematical mindset and accurate recall of fact families. Students watched YouCubed videos about recent neuroscience research on the positive effects of attitude, challenges, mistakes and visualizing math. Following the video, students summarized what they learned then worked on number sense activities recommended by the program. Throughout the week, students practiced fact families using Standard Celeration Charts to graph results of one minute timings. An attitudinal scale was administered to examine the program's potential effect on students’ mathematical mindset. This research found students had a growth mathematical mindset before the intervention with some improvement and recall of fact families was not greatly impacted by the YouCubed program. Students’ confidence in their math skills increased to take on challenges.

Language: English

Published: St. Paul, Minnesota, 2017

Doctoral Dissertation (Ed.D.)

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills

Available from: OhioLINK ETD Center

Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading

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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.

Language: English

Published: Findlay, Ohio, 2019

Master's Thesis (Action Research Report)

The Impact of Trauma-Informed Strategies on Self-Regulation and Sense of Belonging in Elementary Students

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: The purpose of this action research was to determine the effects of trauma-informed strategies on self-regulation and sense of belonging in elementary students. The research took place over a six-week period in an upper elementary classroom in a public Montessori school in the MidAtlantic. The population included 20 students ages 9-11. The intervention utilized traumainformed strategies such as mindfulness, yoga, community building, a calm box, and solo time. Data was collected through daily observations, a daily log, pre- and post-intervention questionnaires, and student journals. The repertoire of interventions proved to be beneficial in positively affecting self-regulation among students. Some positive effects were seen on student sense of belonging, particularly in terms of teacher-student relationships, laying the groundwork for continued growth in this area. The success in establishing positive connections and building self-regulation points to the usefulness of this research as initial steps in applying traumainformed strategies in the classroom. Continued research is needed to determine the effectiveness of further applications of trauma-informed strategies in additional domains, such as academic achievement, social-emotional learning, agency and empowerment, and restorative discipline.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

Inclusion of Special Needs Students in a Montessori Elementary Classroom

Available from: St. Catherine University

Action research, Americas, Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, North America, People with disabilities, Special education, United States of America, Upper elementary

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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

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