Language: English

Published: London, England, 1963

Abstract/Notes: The purpose of this research was to teach children how to control and deepen their focus through mindfulness practice. The study integrated a daily practice of Mindfulness Based Stress Reduction (MBSR) movements, breathing, and focus training. The six-week study involved fourteen children between the ages of 5 and 9 years from a private school in the Bay Area of California. Data collection included a pre- and post-assessment for each child, daily observations, and parent observations. Results of the pre- and post-assessments revealed mixed opinions on the connection between deepened focus and mindfulness practice. Observation data showed an overall increase in the children’s ability to use deep concentration on a task. Parent observations indicated that learners did not consistently show comparable effects in their home environments. The data shows a positive correlation between the MBSR practice and focus in children from ages 5 to 9. Suggestions for further research include a larger sample-size across a wider range of diversity and an extended study period.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: How do we help children practice and retain the second language in a Dual Language program? We must find effective and fun ways, like Peer Tutoring and Cooperative Groups. This research was conducted with a group of 21 six and seven year olds in a Dual Language Immersion classroom in a Title 1 school. There was a mixture of boys and girls, Latinos, African-Americans and Caucasians. Data collection was done through surveys, observations, artifacts and narratives. The data showed that while these strategies did increase vocabulary, they did not inspire the children to speak more Spanish. They still reverted back to speaking in English. Based on my findings, students require more vocabulary and would benefit from more opportunities to practice it.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this research was to identify ways of improving reading fluency for elementary children in grades first through sixth. Children scoring below the 40th percentile on reading standardized test scores, determined our testing population. Four data collections tools were used, including a child-centered survey, a reading fluency rubric, teacher observations, and fluency graphs. The Read Naturally Program was used as the reading fluency intervention. Students made fluency progress in both the upper and lower elementary levels. This research highlights the importance of reading fluency interventions. Further research might focus on self reflection for children using the iPad Read Naturally Program.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this report is to describe the findings of a study on how the implementation of the Accelerated Reader Program, use of five different management strategies, as well as the introduction of routines and rituals affects students' ability to create a normalized 1st through 3rd grade Montessori classroom. The research was conducted with a lower elementary Montessori classroom within a public school setting. More than half of the students had never experienced a Montessori environment. The data collecting methods used were a summative assessment, tally sheets, field notes, attitude scale inquiries, and semi-structured conversations with the students. The results of this research indicated only a marginal increase in a positive direction toward a normalized class. A large part of the difficulty in reaching a normalized class was due to the lack of ability to concentrate on work because of noise in the classroom. The implications of this action plan include reducing extraneous distractions, increasing positive reinforcement, and teaching more time management and self-monitoring skills.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: The purpose of the research was to find whether the creation of self-assessed student work portfolios would be effective in engaging students in learning opportunities and lead to self-regulated behaviors. The research project was conducted in an upper elementary classroom. The class consists of twenty-three grade four to grade six Montessori students in a private school. Ten students have had a Montessori education starting in preschool, eight students started in grade three, two were held back a year, two students started in grade four, and two students started in grade six. Fifty-two percent of the class has a form of learning difference; prominently dyslexia. Three students are on the Autism spectrum. The sources of data used in this research included observation forms, self-assessment forms, journal prompts, teacher reflection journal, and student-teacher interviews. The results indicated an increase in engagement in learning and self-regulated behaviors. This was equally evident in the students with different learning needs. Implications are that empowering students with self-assessment and choices of work improves work habits and leads to better quality of learning outcomes and engagement. Students improved the most when they combined their self-assessment with peer feedback and were given direct responsibility for the creation of their own portfolio.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The investigation was intended to find the effect of teacher interactions on classroom control and management in a Montessori environment. The research was conducted in three Montessori classrooms of early childhood: two primary and one toddler, in a private school. The participants were the lead teachers of each classroom and selected parents who have had two or more children in different classrooms. The data collection instruments used were observations and interviews with teachers, surveys with parents, analyzing student records and student work samples. The data showed that positive teacher interactions and positive usage of language had a great impact on classroom management and negative interactions and poor communications had a negative effect on classroom management. Further, the teachers had better control and management of the classroom if they had more knowledge of Montessori principles and adhered to those guidelines. The result of the research indicates that teachers who had more training, experience and knowledge may have better classroom management and also the capability to work within Montessori guidelines and principles.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The purpose of this research was to determine if the introduction of more developmentally appropriate materials and activities into the toddler classroom would create a more stimulating environment for the older toddlers, increase student engagement, and decrease disruptive behavior. Observations were carried out prior to the introduction of new work and after new work was implemented. This study was conducted in a toddler classroom at a private Montessori school. Children and teachers from the toddler classroom and three early childhood classrooms were included in this project. The results indicated that the older toddlers were more engaged and less disruptive after the introduction of new challenging work into the environment. However, this research was conducted early in the school year and the process of normalization likely impacted the results. Therefore, it is recommended that further research be conducted later in the school year.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: This study was initiated to determine the effects of relationship-driven classroom management on positive behaviors in the lower elementary classroom. The research was conducted in a rural public Montessori school. Students were carefully observed to determine behavioral norms. Next, they were invited to participate in a survey to establish their current perception of positive relationships within their school and particularly with myself as a guide. Subsequently, I conducted a family survey, recorded daily observation of positive behaviors, and collected samples of student work during the research period. Finally, I re-administered the students survey to determine if they believed their relationships had improved. Although the test period was short, there was a noticeable improvement in positive behavior in the classroom. I observed a reduction in off task behaviors, an increase in independent work, and an improvement in both the quantity and quality of follow-up work students produced. I anticipate the ongoing practice of relationship-driven classroom management strategies will continue to reduce misbehavior and create a more peaceful classroom. In the future, I will focus on preventative rather that reactive management. I will also be conscious to notice the positive. It is clear that a peaceful and positive environment increases productivity, learning, and feelings of success. This research empowered me to always look more deeply for the why behind the what.

Language: English

Published: St. Paul, Minnesota, 2014

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