Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

Language: English

Published: London, England: Heinemann, 1919

Series: The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years

Volume: 2 of 2

Language: English

Abstract/Notes: The following research assesses how the daily integration of singing and listening to music helps to construct a socially cohesive, cooperative and joyful classroom during clean up time. This study combined group singing opportunities, a music listening station and music played during clean up time. The songs used for this study included lyrical themes of cooperation, happiness, overcoming obstacles and/or friendship. The thirty-day study involved twenty-one participants between the ages of six and nine at a public, Montessori school in Missouri. Each individual completed a pre- and post-survey, as well as a survey each time they used the music listening station. During clean up time, observations were taken daily to record instances of helpful behaviors and joy amongst the participants. Results of the surveys showed that the intervention was successful at increasing positive experiences during clean up time and including a Music Listening Station as an available work choice. The intervention was not successful in creating positive experiences when singing together as a group. Further research may include the use of other mediums to promote community and collaboration like the fine arts, sports or other group oriented activities.

Language: English

Published: St. Paul, Minnesota, 2019

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: This study was designed to determine the effect of weekly student-led conferences (both at-home and at-school) on goal setting, goal fulfillment, effort, achievement, intrinsic motivation, and satisfaction. One teacher, eight Montessori third-year lower elementary students, and eight parents participated in the study for six weeks. Baseline data on goal setting and fulfillment was collected and analyzed. Guiding questions designed to encourage and support the students formed the content of the conferences. Pre- and post-intervention surveys were administered. The results showed that while the intervention did not help the students set and fulfill greater quantities of goals, it did have a positive effect on the prioritizing of academic and project-based goals. Communication and relationships between parties also increased, resulting in greater adult awareness of student success and challenge, as well as more supportive adult behavior. Continued research could involve a modified home and school conference format for all lower elementary students.

Language: English

Published: St. Paul, Minnesota, 2017

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