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Culturally Responsive Classroom Management Techniques And Former Riverside County And San Bernardino County Teachers Of The Year: A Phenomenological Study, Brian Redmond

Dissertations

Purpose: The purpose of this phenomenological study was to determine what former County Teachers of the Year understand and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally Responsive Factors (developing personal relationships, creating caring learning communities, establishing a business-like learning environment, establishing congruent communication processes and, teaching with assertiveness and clearly stating expectations).

Methodology: This qualitative study used a phenomenological design to discover what former County Teachers of the Year do to identify and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally …

Increasing Motivation Toward Math In A Montessori Lower Elementary Classroom, Caitlin Sweeney

Masters of Arts in Education Action Research Papers

This study investigated how the introduction of math-based games influences children’s motivation to practice math. It was conducted in a Lower Elementary Montessori classroom, serving first through third grade and twenty-one students participated. The students played one of three games every day throughout the study. Their motivation toward math was tracked through observational data and their daily work journals. Additionally, each participant answered pre and post intervention questions to ascertain their mindset toward math. The data shows that the intervention had minimal impact on the students’ motivation toward math, although some students did increase the frequency of their math practice. …

Effects Of Social/Emotional Lessons In An Elementary Montessori Environment, Lauren L. Kolb

Masters of Arts in Education Action Research Papers

This action research project was completed to test the impact of a series of lessons centered around empathy and building social skills on the students and community of a Montessori elementary classroom. The setting was a suburban school in a classroom of 15 children ages six to nine. The students were primarily Caucasian and coming from middle class families. Data was collected using a tally sheet, observational field notes, a series of journal prompts and a pre/post survey. Both Grace and Courtesy lessons and storytelling sessions were part of the intervention plan. The children participated in a variety of ways …