Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education


Education, Montessori

First Advisor

Mandy Perna


Education, Montessori Early Childhood


The inspiration for this project came as a response to the observations made by a lower elementary Montessori guide in a post-COVID classroom. It aimed to see how direct instruction of virtues affected students’ independent conflict resolution skills. This project lasted six weeks in a first through third-grade classroom of 22 students in an urban school. The guide introduced a new value each week through a read-aloud and a value affirmation. Students then had the remainder of the week to journal their thoughts on the virtue prompt of the week. The guide monitored student conflict using a tally sheet, marking when students had a conflict and whether they independently resolved their conflict or required adult assistance. Additionally, the guide created anecdotal notes while observing student conflict resolutions. By the end of the six-week study, the data showed evidence of student independence growth. The researcher concluded a longer study could present clearer evidence of virtue in everyday conflict resolution.