Connecting Action Research to Montessori Practice

By Bagby, Janet; Sulak, Tracey | Montessori Life, Spring 2017 | Go to article overview

Connecting Action Research to Montessori Practice


Bagby, Janet, Sulak, Tracey, Montessori Life


If one goal of educational research is to provide evidence-based practices, teachers need a mechanism to address everyday questions about teaching and learning. To answer these questions, teachers benefit from using a tool that improves their teaching effectiveness and student learning: action research. Action research systematizes data collection and reflection to produce practical knowledge (Mills & Gay, 2016). While the majority of educators practice some type of reflection, their reflective practices may or may not result in changes in the classroom. The steps of action research ensure that teachers systematically implement and evaluate a change in response to an everyday problem or concern (Elliot, 2015). Reflection during the evaluation component gives teachers an opportunity to review data and draw conclusions about the effectiveness of the change; if the change was not effective, then teachers may repeat the cycle, implementing another potential solution. Maria Montessori practiced the action research cycle when formulating her philosophy. "She taught us to observe children objectively and to make changes to our environment, curriculum, and relationships to better support their learning in all domains," explains Gay Ward, who mentors students conducting action research projects in the Montessori Graduate Program at the University of Wisconsin-River Falls (personal communication, November 1, 2016).

The Montessori environment is uniquely suited to action research. By training, Montessori teachers are observers and data collectors. Action research offers a focus for these efforts and empowers teachers to make practical, meaningful changes in the classroom. Since action research is participatory, the research and the knowledge produced are controlled and owned by the community in which it is conducted (Baum, MacDougall, & Smith, 2006). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Connecting Action Research to Montessori Practice
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.