Date of Award
2018
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
College of Education
First Advisor
James D. Kirylo
Abstract
The purpose of the study was to examine the impact mindfulness practices would have on the independent learning processes of third-grade students in a Montessori setting. For the purpose of the study, independent learning processes were measured using three parameters: (a) self-reports of perceived learning on-task and off-task behaviors, (b) students’ ability to effectively use mindfulness practices autonomously as a self-regulating behavior when off-task, and (c) teacher-researcher’s observations, along with teacher-participant’s and instructional assistant’s reporting, of improved autonomous learning behaviors and students’ autonomous use of mindfulness practices as a self-regulating behavior. The study occurred over a five-week period during the 2018 Spring Semester. A mixed-methodology was used to collect data. The study results indicated that the implementation of a mindfulness intervention had a positive impact on the learning perceptions of third-grade students in the Montessori setting.
Rights
© 2018, E. Simone Mori
Recommended Citation
Mori, E. S.(2018). The Effect of Mindful Practices on the Independent Learning Process of Third-Grade Montessori Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4853