Date of Award

12-2013

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Irene Bornhorst

Department/School

Montessori Elementary Education

Abstract

Language Acquisition

Abstract

The effectiveness and challenges of teacher collaboration as a tool to drive teaching outcomes has been observed in various educational settings. This research project was designed to answer the question, “Would collaboratively creating a Useful Words Handbook for teachers increase the number of language teaching opportunities that could occur during the day?” This action research project, conducted in a Montessori preschool setting, focused on two classroom teachers who educate children between the ages of two and three. Three intervals were identified for data collection. Four weeks of collaboration on the Useful Words Handbook began after two weeks of baseline data collection, during which the frequency of language teaching opportunities were recorded. A weekly topic was presented to the teachers, who provided feedback the following week, in addition to ideas for improving the topic for the handbook. Collaboration involved creating an introduction and four topics about teaching useful phrases to early language learners. The data showed a positive correlation between collaboration and an increase in the number of teaching language opportunities that occur during the day. The data also show that while it is possible to make short-term changes in the classroom through collaboration, changing teacher beliefs about teaching language and collaboration remain a challenge that is characteristic of the teacher collaboration process. Investigating strategies to increase awareness about teaching language should continue.

Kara-Lisa Mitchell-Action Research Power Point-Useful Words handbook presentation-Final.pptx (2194 kB)
Power Point Presentation- Language Acquisition: Effectiveness of Collaboration on Teacher Practices and Beliefs

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