Date of Award
5-2020
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Maggie McCaffrey
Department/School
Montessori Early Childhood
Abstract
The purpose of this action research was to explore how a social justice-oriented mindfulness practice would impact the self-efficacy of an early childhood educator. This self-study, with the researcher as the sole participant, took place over a six-week period while the researcher was working in a private Montessori school in the Northeastern United States in a classroom of 20 students aged 3-5. The intervention included breathwork; both walking and seated meditation paired with articles, essays, interviews, and poetry relevant to social justice; meditation; and mindfulness. Qualitative and quantitative data were collected through reflective journaling, a record of feelings scale, an attitude scale, and a pre- and post-intervention survey. While the data did not reflect any substantial impact with regards to teacher self-efficacy, the study was transformative in many ways. The intervention resulted in a deeper understanding of social inequities and a heightened sense of self-reflection. A more focused and comprehensive selection of content relevant to equity in the educational setting would likely have allowed for a more guided learning experience. Additionally, community organized events and workshops relevant to this work could play a crucial role in encouraging the need and responsibility to take action in establishing more equitable schools.
Recommended Citation
Myers-Vandrovec, Quiana. (2020). The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/362
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons