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The Effects of Work Plans on Independence in a Primary Montessori Classroom
Full text linkThis action research project aimed to examine the effects introducing picture-based work plans would have on independence in a Primary Montessori classroom. The intervention took place over seven weeks and involved a middle-class suburban classroom with 25 children ages three to six-years old. Data was collected through the use of tally sheets which recorded the number of times children asked for suggestions; tables which recorded the number of children engaged in meaningful work; an observation log for observations taken globally; and a field journal which recorded the researcher’s thoughts, questions, and other observations at the time. The data showed a decrease in overall productivity in the classroom, with less children engaging in meaningful work overall. There was also a decrease in children asking for suggestions. Research should continue to examine if using work plans with older children would be beneficial
How does reading fluency affect reading comprehension in the elementary classroom
Full text linkI conducted a research project at my elementary school. The action research question was how does repeated reading affect reading comprehension in the elementary classroom? The six-week study included third-grade elementary students. To study the impact of repeated reading, students read a fluency sheet for one minute, taking turns. Each week, a comprehension quiz was administered to students to measure their comprehension of the fluency passage read for the week. The study showed that repeated reading had a positive effect on fluency. However, the data failed to show that repeated reading does affect comprehension. More research is needed to confirm whether repeated reading does affect reading comprehension. Moving forward I will continue to use repeated reading methods with my students
Test Anxiety in Undergraduate Nursing Students: Implementation of a Brief Mindfulness Exercise
Full text linkNursing students experience test anxiety that may compromise their performance on class examinations, affecting their trajectory through their prelicensure nursing program. Nurse educators significantly impact student outcomes throughout the curriculum and are integral in supporting students with test anxiety. It is imperative to recognize precipitating factors of test anxiety and appoint prophylactic interventions for alleviating stressful situations. In turn, this will provide nursing students with practical and supportive strategies to alleviate testing-induced stress. This scholarly paper discusses the implementation of a brief mindfulness exercise before class examinations to combat test anxiety in undergraduate nursing students at a small midwestern college. Both quantitative and qualitative data were collected to determine the effectiveness of the brief mindfulness activity before tests. This paper discusses methods, interventions, and results from the quality improvement project
Adapted Motivational Interviewing Model for Mewinzha Ondaadiziike Wiigaming
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Effects of Character Education on Independent Conflict Resolution
Full text linkThe inspiration for this project came as a response to the observations made by a lower elementary Montessori guide in a post-COVID classroom. It aimed to see how direct instruction of virtues affected students’ independent conflict resolution skills. This project lasted six weeks in a first through third-grade classroom of 22 students in an urban school. The guide introduced a new value each week through a read-aloud and a value affirmation. Students then had the remainder of the week to journal their thoughts on the virtue prompt of the week. The guide monitored student conflict using a tally sheet, marking when students had a conflict and whether they independently resolved their conflict or required adult assistance. Additionally, the guide created anecdotal notes while observing student conflict resolutions. By the end of the six-week study, the data showed evidence of student independence growth. The researcher concluded a longer study could present clearer evidence of virtue in everyday conflict resolution
Leveraging AI Tools to Reduce Teacher Stress and Workload
Full text linkThis action research paper investigates the integration of AI-powered tools, specifically ChatGPT, to develop individualized lesson plans with the aim of alleviating teacher stress and reducing workload. Drawing upon theoretical frameworks such as Self-Efficacy Theory and the Technology Acceptance Model, the study explores the potential of AI technology to enhance classroom experiences. The research questions addressed in this study include 1) to identify the advantages and disadvantages of using ChatGPT in a classroom setting and 2) to assess whether integrating ChatGPT into a Montessori classroom can positively impact student and teacher learning. Qualitative data was collected over a five-week intervention in an Early Childhood classroom within a private Montessori school. The findings offer valuable insights into the role of AI tools in education, shedding light on potential benefits and challenges within the unique context of Montessori education. Further research is needed to analyze the impact of utilizing AI tools, specifically, ChatGPT in lesson planning on teacher well-being and workload
The Impact of Uninterrupted Work Periods on a School Leader’s Self-Efficacy
Full text linkThis action research paper examined the impact of an uninterrupted work period on a school leader’s sense of self-efficacy. The subject of this self-study was the Assistant Head of School at a private, non-profit Montessori school in the Southeastern United States. The interventions took place over five weeks, each consisting of a planned 90-minute work period without interruptions or distractions. The participant was instructed to use the time to focus on a project that required concentration. The subject reported their feelings of self-efficacy and job satisfaction on surveys throughout the study period to measure if they increased their feelings of self-efficacy and possibly attained a flow state during the work period. The results showed only a minimal increase in reported self-efficacy and job satisfaction, possibly because the subject reported high levels of both before the study began. Although the study did not definitively answer the research question, it presented some surprising data about the subject’s feelings of anxiety and suggested that the interventions increased alertness. The data highlighted the importance of preparation in self-studies where the researcher is also the subject. More thorough preparation by the researcher could have resulted in a larger pool of data and increased opportunities to achieve the flow state. Future research could explore how to build uninterrupted work periods into the workday and how to design settings to promote the flow state
How does explicit phonemic awareness instruction in a 6th-grade classroom, influence students reading fluency and comprehension?
Full text linkThe purpose of this study was to determine if using phonemic awareness lessons could help students with reading comprehension and fluency. This action research study was conducted in a rural 6th-grade classroom with a total of 38 students. The classroom is in west-central Minnesota. The student participants were two sections that included the entire 6th grade. The research entailed whole group lessons; which involved games, syllable instruction and explicit instruction on listening to the sounds in words and noticing the patterns that sounds and spellings have in words. Small group lessons were also implemented where students rotated in the classroom to stations set up with phonemic awareness assignments. The students were also given tools and resources to use independently to decode and attack new words. Data was collected with the STAR Renaissance assessment tools. Students were assessed for comprehension three times a year, and fluency throughout the year. A comprehensive phonemic awareness assessment was given to students to determine students that had a gap in this foundational reading skill
Supporting Best Practice in Mental Health Occupational Therapy for Veterans: An Educational Resource for Staff on Evidence-Based Outcome Assessment Tools
Full text linkThe rate of mental health diagnoses in the veteran population in the United States (US) has increased in recent years, with approximately 1 in 3 veterans diagnosed with a mental health condition and experiencing unmet occupational needs as a result (Derefinko et al., 2018; Hunt et al., 2019; Inoue et al., 2023; Plach & Sells, 2013; Trivedi et al., 2015). The US Department of Veterans Affairs (VA) recognizes this as a critical issue and has identified mental health occupational therapy (MH OT) as a means of improving the overall wellness of veterans. This quality improvement project took place at the St. Cloud VA outpatient MH OT program with the aim of educating practitioners on current best practices for clinical utilization of evidence-based outcome assessment tools for veterans with mental health conditions. The project included an evidence-based review process, development of an educational resource, a formal presentation to staff, an evaluation process, and provision of final recommendations to the site. Evaluation data was compiled through a survey, with responses indicating that the educational resource is highly valuable and very likely to be used by the site. The educational resource depicts the site’s current practices as effective, as well as provides longitudinal opportunities for additional outcome data collection and analysis to improve the St. Cloud VA outpatient MH OT program, ultimately promoting the highest occupational potential of veterans. The educational resource has been disseminated across the national VA system and can be further distributed through various continuing education realms to support best practice on a larger scale and ultimately promote the health and wellness of as many veterans as possible
The Effects of Repeated Reading Interventions on First-Grade Reading Fluency
Full text linkThis study aimed to investigate the effects of daily repeated reading on first-grade students\u27 oral reading fluency scores and to examine the role of parental involvement in this process. The study used fluency benchmark scores and bi-weekly progress monitoring scores to collect data over a nine-week period. Although there was an initial statistically significant increase in scores, the study\u27s results showed no overall effect on oral reading fluency scores. Variables, including outliers and limited parental involvement, may have affected the study\u27s results. Further research with larger sample sizes and more rigorous control over variables is needed to confirm these findings