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Action Research

Teacher action research is research designed and conducted by practitioners for the purpose of solving an immediate problem or improving their own practice. While the action research below is not generalizable to Montessori classrooms everywhere, it can inspire future investigation and reflective practice by current and future Montessori educators.

You’ll find more useful information in “Action Research in Montessori Classrooms,” a white paper issued by the American Montessori Society Research Committee.

In addition to the action research you can access in the lists below, you can find Montessori research by typing “Montessori” into the search boxes on these university websites:

St. Catherine University

University of Wisconsin River Falls

Action Research Now Available

Aal, Kareem. (2015). Breathing Room: Time and Attention Scarcity and the Place of Mindfulness in a Technology Rich Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Agnello, Sara and Yengle, Mary. (2015). The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time. Unpublished master’s action research project, Saint Catherine University, St. Paul, MN

Akkerman, Abby. (2014). Benefits of movement on a Montessori classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI 

Amundson, Lucy. (2015). Increasing Intrinsic Motivation and Reading Comprehension in Children. Unpublished master’s action research project, Saint Catherine University, St. Paul, MN 

Bijoch, Stephanie. (2015). Using Nontraditional Text for Socratic Dialogue In a Secondary Montessori Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Callaghan, Vanessa. (2015). Beyond Good Manners: Gratitude and Student Engagement in Lower Elementary. Unpublished master's action research project, St. Catherine University, St. Paul, MN

Carlson, Emily. A. (2016). Arts Integration in Montessori Mathematics. Unpublished master’s action research project, University of Wisconsin, River Falls, WI 

Casper-Gohr, Gena. (2014). The influence of autonomy-supporting teacher strategies on intrinsic motivation in relation to pro-social behaviors in a Montessori primary classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI 

Conway, Erin and Amanda Fink. (2015). Aligning State Developmental Standards to Toddler and Early Childhood Montessori Practical Life and Sensorial Materials. Unpublished master’s action research project, Saint Catherine University, St. Paul, MN

Freeman, Geoff. (2016). Preparing the Environment for Independent Learning: Supporting Autonomy in the Montessori Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI 

Harder, Elizabeth. (2015). The Path to Normalization: Finding and Measuring the Essentials of the Montessori Method. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Harris, Christine. (2015).  Supporting Dual Language Learners, Exploring Large Group and Shared Reading Experiences. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Highland, Christine. (2015). Self-Paced Individualized Learning. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Humes, Douglas. (2015). Effects of Online Collaborative Learning on Student Engagement and Academic Success. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Johnson, Anna. (2015). Manipulatives in the Math Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Krause, Janet. (2015). What Makes a School Montessori? Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Krugerud, Tealie. (2015). Benefits of Choice in a Montessori Classroom on Student’s Behavior and Focus. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Kuhnert, Michelle. (2014). Displaying children’s artwork. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Lelei, Francina. (2015). The Benefits of Individual, Paired and Group Lessons in a Montessori Children’s House. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Lockwood, Markell. (2014). Incorporating peace education into the school curriculum: Building empathy and self-worth while taking ownership over peace. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Loomans, Michelle G. S. (2014). Parent Involvement That Supports Children Academically and Promotes the Development of Independence. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Macsata, Krista. (2015). Working it out together: Teaching the steps of conflict resolution to preschoolers. Unpublished master’s action research project, St. Catherine University, St. Paul, MN

Madden, Jennifer. (2015). Mindset and the Middle School Math Student. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

McFarland, Erin. (2015). The Importance of Handwriting: How Montessori Didactic Materials Support Handwriting. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Miller, Kent. (2015). Visual Literacy and Socratic Seminars in a Secondary Montessori Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Morningstar. Maria T. (2015). The Effects of a Peace Curriculum on Reducing and Resolving Conflicts among Children Ages 3-6 Years. Unpublished master’s action research project, Saint Catherine University, St. Paul, MN

Niemczyk, Allison. (2015). Influence of Great Lesson on Secondary English Language Arts Students’ Oral Narrative. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

O’Connor, Caitlin. (2015). Practicing Reality: Play in the Montessori Environment. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Olson, Karen. (2015). Building Math Vocabulary and Math Operations Recognition in a Montessori E1 Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Richards, McKenna. (2015). The Montessori Method and Minnesota academic standards in mathematics prioritized by Saint Paul Public Schools.  Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Roth, Rachel. (2015). Parental and Familial Involvement in the School Community. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Russell, Maureen Harrington. (2014). Connecting children to nature in a Montessori primary environment. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Ryan, Tahzeem. (2015). The Importance of Writing before Reading: How Montessori Materials and Curriculum Support this Learning Process. Unpublished master's action research project, University of Wisconsin, River Falls, WI

Simonson, Kristin. (2015). Multiage Learning Environments in the Secondary Montessori Classroom. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Smith, Michelle L. (2016). Implementing Service-Learning in Elementary E1 Montessori Setting. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Somerton-Burkhardt, Heather. (2015). Creating A Normalized Montessori Classroom. Unpublished master’s action research project, Saint Catherine University, St. Paul, MN

Tosco, Justin. (2015). The Effects of Technology on Engagement and Retention Among Upper Elementary Montessori Students. Unpublished master’s action research project, Saint Catherine University, St. Paul, MN

Voreis, Marie D. S. (2016). Effects of Practical Life Activities on Executive Function Skills in Upper Elementary Montessori Students. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Wegwerth, Jennifer. (2015). Usefulness of Seminar Library to Influence Effective Socratic Seminars. Unpublished master’s action research project, University of Wisconsin, River Falls, WI

Wright, Katy. (2015). Public school administrators and Montessori education. Unpublished master’s action research project, St. Catherine University, St. Paul, MN

Share Your Action Research

We are eager to expand our research offerings and welcome your submissions! Here’s how you can share your work with us:

If you are working under the supervision of a faculty advisor:

1. If possible, discuss your desire to submit your work with your advisor or mentor while planning the project.
2. Once your work is complete, have your faculty advisor or mentor review it using the Evaluation Rubric created by the AMS Research Committee.
3. If your advisor agrees that your project is a good candidate for inclusion in our research offerings, complete this Submission Form and e-mail it, along with the completed Evaluation Rubric, to research@amshq.org.  

If you are not working under the supervision of a faculty advisor:

1. Complete the submission form available here and return it along with your project write-up to research@amshq.org.  
2. If you are working independently, we will assign a panel of independent reviewers to evaluate your project for inclusion in this Action Research page.

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