Language: English

ISSN: 1522-9734

Abstract/Notes: This historical study provides a concise history of desegregation in public schools in the United States and the subsequent establishment of magnet schools. An historical timeline from the establishment of the first magnet schools to current magnet schools models of excellence was presented. Equity theory framed this study as educational practitioners continue to strive for equal access to educational programs for all students. This study examined historical, racial, and socio-economic data from a school district in central Illinois that established magnet programs in 1979 to stop White flight. The results of the study included information regarding the historical and political events that led to the establishment of magnet programs. Additional data examined if the magnet programs led to improved integration in the school district and if there were differences between students enrolled in both the magnet classes and the non-magnet classes in terms of race and socio-economic status. The study found that there were many factors which led to the establishment of the magnet programs in Riverview. Additionally, the study found that the magnet programs did not accomplish their initial task, and that there are some significant racial and socio-economic differences between students enrolled in magnet and non-magnet classes. Recommendations for further study were provided.

Language: English

Published: Urbana-Champaign, Illinois, 2015

Abstract/Notes: This article illustrates the sixth Cosmic Fable discussed in "Cosmic Education at the Elementary Level and the Role of the Materials".

Language: English

ISSN: 1877-539X

Abstract/Notes: This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The purpose of this study was to implement a transition-to-school program and evaluate its impact on parent involvement and teacher satisfaction. This action research study was conducted in a toddler and early childhood program at a Montessori school. This study involved teachers, administrators and parents. Prior to implementation of the transition-to-school program, a transition focus group was convened among teachers and administrators. In addition, data from previous years on parent attendance and involvement were gathered to measure any changes following implementation. The transition-to-school program was developed from feedback offered by teachers and administrators, and field research. After the transition to school program was constructed, implementation procedures were introduced to administrators, teachers and parents. Following implementation, evaluative surveys were administered to assess the impact of the program. The results of the research demonstrated that teachers, administrators and parents viewed the program favorably. The results show that the transition to school program positively impacted parent involvement and teacher satisfaction.

Language: English

Published: St. Paul, Minnesota, 2013

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

Abstract/Notes: Each year children enter into group childcare settings. This is both a necessity for working parents and can be a great introduction to their first group education program. Along with the positive aspects of group care come some negatives. Toddlers show signs of stress such as crying at drop off that can last from a moment to many hours during the day. Toddlers can be very social but must learn how to navigate these social interactions by sharing, taking turns, waiting for materials to become available, and receiving less individual attention from a single caregiver. In this Action Research Project I introduce a curriculum of yoga to toddlers in a Montessori setting as a means of reducing stress. This curriculum intends to teach children to calm themselves through relaxation, breathing, and focus on an activity of interest. In addition, I show that the yoga can increase focus and attention through extended periods of work time. Primary data sources include the use of direct observation to record behaviors pre-, during and post- yoga curriculum. These observations include the recording of specific behaviors that indicate a stressful situation as well as length of time it takes for a child to recover from such behaviors. Also recorded were lengths of time children could hold their focus working on a specific material. Findings show yoga was an effective method of teaching children to self-soothe, using breathing techniques to calm themselves. In addition, focus and concentration increased over the period of time yoga was introduced during the morning routine.

Language: English

Published: St. Paul, Minnesota, 2014

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

Language: English

Published: Kent, Ohio, 1976

Abstract/Notes: This study investigated the viability and implications of technology-assisted story writing with kinder year students. Seven kinder year students at a private Montessori school participated in the study. Pre- and post-study conferences and Likert scales determined story writing skills and attitudes. These were followed by one-on-one storywriting sessions using a variety of story-writing tools. Students were given the choice of story-writing method at each session. Individual sessions were evaluated and completed stories compared to a rubric of fundamental story-writing elements. Stories written by the students improved with the use of computer and iPad programs, but independent story writing was not achieved. Individual phonetic abilities proved pivotal to any success with technology-assisted story writing. The results of the study suggest introducing technology-assisted story writing when a child can successfully build words phonetically.

Language: English

Published: St. Paul, Minnesota, 2017