Abstract/Notes: The following research assesses how reading and discussing stories that counter gender stereotypes can increase cooperation and decrease conflict between primary- and elementary-aged students of different genders, as well as to expand students’ conceptions of self and others beyond traditional gender expectations. The six-week study involved 50 participants total, 21 between the ages of 3 and 6 and 29 between the ages of 6 and 9 at two separate Montessori public charter schools in Minnesota. Each participant completed an activity pre- and post-intervention concerning the feminine and masculine traits that they would choose to describe themselves and those that could describe someone they’d want to be friends with. 10-minute observations were taken daily to record instances of cooperation and conflict between children of different genders. Pertinent quotes were recorded during observation periods and in discussions about the counter-stereotypical stories. Results showed an increase in the number of friendships between genders, and a greater number of traits chosen to describe selves and potential friends at the elementary school level. Further research in the area is needed to discover the long-term effects of counter-stereotypical literature, the importance of adults examining their own gender biases, and interventions beyond literature to counter patriarchal norms in classrooms.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: Schema is a framework that helps us organize and interpret information. Developing schema is essential in the comprehension of text. Strong readers can make sense of what they read by seeing how it fits with what they already know. Teachers must help students make connections before, during, and after reading. Without schema students are unable to infer because making inferences involves creating meaning that is not explicitly stated by the author. Readers use clues in the text plus their personal insights and experiences to make meaning of the text (Roit, 2014). My school is a Title 1 school with a high level of poverty. Typically impoverished have limited background knowledge due to limited vocabulary and life experiences (Payne, 2015). Students must be taught to activate schema to help make meaning from text. Explicitly teaching students both the term schema to facilitate metacognition and helping them focus on specific stimulus will help students in poverty to be ready to proceed to the elaboration stage, also known as inferencing (Payne, 2015). There has been limited research on schema in isolation to reading comprehension. Although a lack of background knowledge affects reading success, many teachers have little support or understanding of lessons that focus on building schema. Teacher instruction does little to help students learn how or when to use the skills, nor was it ever established that this specific set of skills enabled comprehension (Appel, 2009). By exploring lessons in isolation to the schema framework teachers will be able to help students with a limited vocabulary interpret a text in a more meaningful way.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This study investigated how the introduction of math-based games influences children’s motivation to practice math. It was conducted in a Lower Elementary Montessori classroom, serving first through third grade and twenty-one students participated. The students played one of three games every day throughout the study. Their motivation toward math was tracked through observational data and their daily work journals. Additionally, each participant answered pre and post intervention questions to ascertain their mindset toward math. The data shows that the intervention had minimal impact on the students’ motivation toward math, although some students did increase the frequency of their math practice. In the future, students who display a lack of motivation toward math would benefit from consistent one-on-one meetings to address their motivation.

Language: English

Published: St. Paul, Minnesota, 2019

Language: English

Abstract/Notes: This study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: The purpose of this action research project was to study the effects of goal-setting and self-reflection on the intrinsic motivation and on task behavior of students in an upper level (ages 9-12) public Montessori classroom. The project used multiple data sources to better understand the impact of goal-setting and self-reflection on student academic achievement, prosocial behavior, and emotional wellbeing. Teacher-made rating scales and self-reflection prompts were used to determine student outlook on completion of their goals while semi-structured student interviews, given at the beginning, middle, and end of the project, gave insight into student perceptions of goal-setting benefits. After analyzing the results of the data, it was found that weekly short term and long range goal-setting can have a positive impact on student achievement, prosocial behavior, and emotional wellbeing.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: This action research project set out to determine the effects of daily writing workshop lessons, including the 6+1 Traits of Writing vocabulary, on student writing proficiency and engagement. An upper elementary classroom of 17 students, consisting of nine fourth graders and eight fifth graders, in an independent, suburban Montessori school participated in this study. Students completed a five-week narrative writing unit from Calkins, Ochs, & Luick’s (2017) Up the Ladder curriculum. The teacher-researcher collected data through observation, writing prompts scored using a 6+1 Traits of Writing rubric, student feedback forms, Bottomley, Henk, & Melnick’s (1997/1998) Writer Self-Perception Scale, and small group feedback sessions. The data suggested that students, particularly weaker writers, made gains in writing proficiency. Further research is necessary to determine if students would be more engaged in writing than other subjects and if classrooms with a full three-year age span would make similar gains in writing proficiency.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: Multiage programming is a school reform option used throughout the United States. Much of the current literature focuses on the short-term benefits of multiage programs, particularly at the elementary level, with little consideration for long-term effects or for what might happen to students once they leave the multiage classroom and enter middle school. While there has been significant research that generalizes the transition experience of the general population of students, there has been limited research conducted on this transition experience for this specific population, the multiage elementary student. The purpose of this simultaneous, mixed methods study was to provide an in-depth examination of the transition effects on students who transition from multiage elementary classrooms to traditional single-grade classrooms at the middle school. In this study, eight students who had previously attended multiage elementary classrooms were given the Piers-Harris 2 Children's Self Concept Scale at three points, fall, winter, and spring during their first year in middle school to assess the students' social and emotional well-being during the transition. Students were also administered a middle school transition questionnaire to identify what procedural, academic, or social issues were of concern to them. Students were interviewed about their transitional experiences. In the analysis of the data showed that the students' overall sense of self and self-esteem improved over the course of the transitional year. Student concerns with procedures, academics, and social life decreased over the course of the year. The following major categories emerged from the interviews: (a) adjusting to the structure of middle school, (b) adjusting to new academic demands, (c) managing relationships with teachers and peers, and (d) changing sense of self. The findings have implications for middle level educators, multiage classroom elementary educators and for parents.

Language: English

Published: Chicago, Illinois, 2012

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