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The Impact of Geometry Montessori Education on Students’ Skills and Mindsets
Full text linkMontessori education has gained recognition due to its long-lasting positive effects on students. However, no studies have targeted its effectiveness on geometry education. This action research project investigated the impact and effectiveness of switching a non-sequential geometry curriculum with the Montessori method and curriculum on students\u27 attitudes and geometrical skills. During six weeks, a population of 16 grade 6 students received weekly lessons that followed the Montessori method and curriculum while their skills were measured and compared against the British Columbia (BC) geometry curriculum. Students were interviewed before and after the intervention to track changes in their learning attitudes. Teacher observations and tracking of student work complemented the data. Results showed that the intervention had an overall positive impact, with a 13% increase in student\u27s confidence in their geometrical skills. Likewise, 93% of students reported having an easier time understanding abstract concepts when previously demonstrated with Montessori materials. Also, 100% reported that geometric concepts became more evident in a curriculum with logically sequenced lessons, and 53% reported increased joy related to geometry learning. In sum, it took students only six weeks of following the Montessori curriculum to master 66% of the BC outcomes for geometry, on average, a percentage that makes sense considering the reduced geometrical content and gaps found in the BC Curriculum during the present work\u27s literature review. Therefore, replacing the BC Curriculum with the Montessori method and curriculum would benefit students. Future similar research focused on larger, possibly younger, populations would further enrich the literature
Implementing Environmentally Conscious Skills into Toddlers’ Routines
Full text linkThis action research aimed to determine the effects of implementing environmentally conscious skills in the daily routine of toddlers in a Montessori classroom. Evidence supports that routine helps normalize and internalize practiced skills. I collected quantitative and qualitative data from a mixed toddler class, over eight weeks at an independent school setting with 24, 18 months to 36 months. I utilized through pre- and post-questionnaires, tally sheets, and observational record- keeping. The results showed that toddlers were more successful with activities that were part of their daily routine, in increasing their purpose and coordination versus those found on the shelf. The data shows a correlation between younger and older toddlers and their abilities to follow a routine with purpose and repetition. Additional research should be conducted over an extended period to better study the effects of purposeful activities, movement, coordination, and behavior in the classroom
Approaches to Reducing Stillbirth: The Impact of a Continuing Education Module on Maternal Sleep Position
No full textBackground: The silence surrounding stillbirth limits research and exacerbates the impact on families and health professionals. In the United States, the stillbirth rate has been unchanged for decades and demonstrates significant racial disparities. Maternal sleep position in the third trimester has recently emerged as a modifiable risk factor, yet it is not widely discussed amongst health professionals or pregnant women.
Local Problem: Focus groups indicated that health professionals do not utilize maternal sleep position as an intervention to reduce stillbirth. The most significant barriers noted were a lack of knowledge, fear of increasing patient anxiety, and limited provider time with pregnant women.
Methods: This project developed and implemented an online education module for physicians, nurse midwives, nurse practitioners, nurses, social workers, and doulas who work with pregnant women. Health professionals were given information about the project through a nonprofit stillbirth organization. The health professionals completed surveys before and after viewing the module and a final follow-up survey three months later.
Intervention: The educational module described the current evidence regarding the relationship between stillbirth and maternal sleep position in the third trimester, how to discuss these topics with pregnant women, and resources available for families.
Results: The health professionals demonstrated statistically significant improvements in their knowledge of stillbirth trends, racial disparities in stillbirth, and maternal sleep position for preventing stillbirth in the third trimester. Health professionals were more confident in implementing this concept into their practice and reported they intend to continue using the information in their practice.
Conclusions: Health professionals improved their knowledge about maternal sleep position as a modifiable risk factor for stillbirth and were more confident implementing it into practice after completing an online education module
Artists in All Subjects: Integrating Art Into the Content Areas
Full text linkThe state of Minnesota provides statewide expectations of what students in grades K-12 should know in public schools by the end of the school year. There are standards in all subjects, including art. However, not all schools have an art professional to teach these standards. Fine art programs are often the first programs to be cut from schools due to budget restrictions. This project has two main goals. First, to address the misconception that art is expensive to include in the classroom, whether the general teacher’s classroom or by having an art teacher to lead the instruction. Second, to show that art education can be integrated into all content areas and can make learning for students richer and provide more meaningful connections. This honors project consists of interdisciplinary mini units, meaning across multiple subjects, grounded in the visual arts for students in kindergarten through fifth grade. The mini units also integrate social justice, social emotional learning, collaboration opportunities, and project based learning with the arts being the heart of these lessons. This project shows that art is for the youngest students as well as students in upper elementary and beyond. By having learning that occurs across disciplines, students are more engaged, they participate in higher level thinking, and it shows connections between disciplines to the real world
The Beauty of Being Bilingual: Language and Empathy in Speech-Language Pathology
Full text linkFlowing between two languages is beautiful in many contexts and even more so when the goal is to enhance communication and encourage progress in the speech-language pathology setting. While working in a local Spanish Immersion school, I was fascinated by how the speech therapist would speak to the students using their first language of Spanish or English. I was curious, how does speaking in their first language create a safe and comfortable environment? In “The Beauty of Being Bilingual: The Connection of Language and Empathy in Speech-Language Pathology,” I will interview bilingual SLPs in the Twin Cities to learn about their philosophies and discover the significance of bilingualism in the workplace. I’ll also explore how focusing on empathy builds relationships with each student and how new dialogue opens through demonstrating genuine interest in each client. By speaking with native Spanish speakers in their language, I will strive to show an increased understanding of the culture. Communication and human connection are essential to all people. This project will bring to light concrete skills to use in many interpersonal conversations. It will highlight ways of using empathy to build community and safe spaces. This topic will be relevant to many students, faculty, and situations, especially those in an SLP setting
Leaders Need Spiritual Intelligence
Full text linkThe complexity of our world calls for leaders to have spiritual intelligence and the transformational capacity to lead organizations and communities (Al Eid et al., 2021; Crichton, 2008; Hacker et al., 2017; Sisk, 2016). Spiritual intelligence can be affiliated with a religion but grounded in the belief that all humans align with a greater calling (Emmons, 2000; King & DeCicco, 2009; Lee-Fong et al., 2022; Shea, 2000; Vaughan, 2002). Through qualitative methods using surveys and interviews with thirty leaders, this study found that contemplative spiritual practices enable spiritual intelligence and build transformational leadership capacity. Transformational leadership is the favored approach to implement sustainable change and address complex issues (Bell et al., 2022; Morton, 2020; Wigglesworth, 2004). This study contributes to existing literature supplying research on contemplative spiritual practices’ effect on spiritual intelligence and transformational leadership capacity. Conclusions include the necessity of contemplative spiritual practices and a trusted community for leaders to deepen and broaden perspectives, develop capacity, and support others while addressing complex issues. Recommendations include further research and enhancing the graduate curriculum at St. Catherine University and like institutions. This research is critical because neglecting our spiritual intelligence further complicates our world.
The Enabling Spiritual Intelligence study expands the transformational leadership theory and extends the understanding of the importance and accessibility of spiritual intelligence. Spiritual intelligence is relevant now as more complex issues exist in our organizations and communities. Our world needs leaders with spiritual intelligence (SQ) and greater leadership capacity to lead organizations and communities through such issues (Al Eid et al., 2021; Burrows & Gnad, 2018; Crichton, 2008; Hacker et al., 2017; Sisk, 2016). This research explores how to achieve SQ and transformational leadership capacity and why it is crucial now. It determines the relevancy of SQ and how to achieve it, the presence of complex issues, and the importance of SQ for leaders. The introduction of this study provides the significance, scope, limitations, and an overview of the research structure. The challenges with this research include a narrow sample of participants and the personal nature of spirituality. This study includes participants with undergraduate degrees who studied contemplative spiritual practices at St. Catherine University or similar institutions. This is a biased group to research as they sought to learn about their spirituality and practices, creating an opportunity for a control group. Due to time constraints, this study lacks a control group; however, it sets the foundation for further study. In addition, it lacks follower participant input, a balancing component of the transformational leadership theory (Bass, 1985). Another limitation includes the personal nature of discussing spiritual intelligence and practices. This personal topic can make participating in surveys and interviews challenging. As a result of this sensitivity, I use pseudonyms, signed consent forms, and clear communication of the opportunity to stop participation at any time. The background, reflexivity, problem, and purpose statements follow, along with the research objectives and question following. This study argues the value of this research along
with known limitations. The next portion of the research includes the Literature Review, organized by key terms and thematic analysis to represent the related identified literature. Next, the Theoretical Framework uses two spiritual intelligence models and the transformational leadership theory to organize the research. The Method portion of this research conveys a qualitative approach and analysis explaining the tools and data collected. It also reviews the reflective thematic approach to coding and identifying themes. The Findings section of this study includes the definition and support of five themes through participant input. The findings align with the transformational leadership theory dimensions in the Discussion section and include the limitations of this study. Finally, the Summary and Recommendations address the limitations, ending the research with the Conclusion. SQ and leadership capacity fuel transformational leadership, the favored approach to enable sustainable change by addressing complex issues (Bell et al., 2022; Morton, 2020; Wigglesworth, 2004). Spiritual intelligence can sometimes seem out of reach or even mysterious, but we all have the potential or opportunity to develop it through contemplative spiritual practices. This study aims to extend the existing literature, education, and beliefs by understanding how contemplative spiritual practices affect spiritual intelligence and how vital SQ is today for transformational leadership capacity. Finally, this study extends research into how contemplative spiritual practices and SQ education can integrate into leadership programming. The opportunity to provide awareness of contemplative spiritual practices and education to develop spiritual intelligence could give St. Catherine University students greater transformational leadership capacity to address complex issues
The effectiveness of roleplaying in teaching preschoolers social skills
Full text linkThe study was designed to evaluate the effectiveness of role-play as a means of enhancing the social skills of preschool students in a Montessori setting. A total of 37 children between the ages of two and a half to six years who participated in a five week study. The interventions were conducted once a week for four weeks, during which children took turns participating in simulated scenarios that mirrored their everyday experiences. After the role-play presentation, assessments and group discussions were conducted to evaluate the children\u27s comprehension. The research data was gathered before, during and after the interventions. The researcher used checklists and observation records to document the number and details of conflicts, as well as the children\u27s behavior and conflict resolution skills. The study revealed a decrease in both the frequency of conflicts and the level of aggression, indicating the effectiveness of role-play in cultivating social skills in children. However, the study also indicated the need for further research and extended observation to support new and younger children in adapting to the environment and to keep track of how effectively children internalize and sustain the skills they have acquired
Mindfulness Practice/Mindful Breathing in the Classroom: The Effect on Unwanted Behaviors in the Classroom
Full text linkAbstract The purpose of this study was to determine whether implementing mindfulness and mindful breathing, in a classroom setting, would decrease the number of unwanted behaviors in that classroom. The setting for this study was a first-grade classroom of 26 in suburban southeast Minnesota. The study took place for six weeks, two weeks without intervention, and four weeks with three mindfulness intervention techniques (mindful breathing, social-emotional stories, and mindful movement/meditation). Data was collected in five ways: an unwanted behavior tally chart, researcher field notes, specialist teacher questionnaires, individual student mindfulness journals, and one-on-one student conversations. After the six-week intervention, the researcher found that three of five unwanted classroom behaviors had decreased. The researcher also found that students were able to put mindfulness practice into action in various real-life situations. The researcher concluded that mindfulness practice does help to decrease unwanted behaviors in the classroom, and will continue to be used in the classroom. Keywords: mindfulness, mindful breathing, behavior
