Date of Award
12-2017
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Alisha Brandon
Department/School
Montessori Elementary Education, Elementary Education
Abstract
The purpose of this research was to determine the effects on students’ ability to self regulate while learning about daily mindfulness lessons. The study took place over the course of six weeks in an upper elementary class of 20 students, including four fourth graders, nine fifth graders, and seven sixth graders. The study was conducted in a rural public Montessori school in the Midwest. Students participated in a six-week mindfulness unit from The Mind Up Curriculum (The Hawn Foundation, 2011). The researcher collected data through a pre-and postassessment, students’ self reflections and graphs, researcher’s observation, and researcher’s daily journal. The data suggested students, when given mindfulness lessons, could become more selfregulated. From pre and post assessment, there was a 170% growth in the number of students who would like to use mindfulness techniques in their future. Although the numbers increased, further research could demonstrate effects of mindfulness lessons for on-task behavior and selfregulation over a longer period of time.
Recommended Citation
Bartz, Ashleigh L.. (2017). Using Mindfulness to Self-Regulate in the Upper Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/245
Included in
Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons