@mastersthesis{brock_effects_2017,
	address = {St. Paul, Minnesota},
	title = {The {Effects} of {Music} and {Visual} {Cues} on {Transition} {Time} in a {Multi}-aged 3-5 {Year} {Old} {Montessori} {Classroom}},
	url = {https://sophia.stkate.edu/maed/211},
	abstract = {The purpose of this action research project was to investigate the effects of music and visual cues on transition times. This research took place in a Primary Montessori classroom with children ranging from 3-5 years of age in a public, partial magnet, urban K3-8th school. Data was collected for four weeks using a transition time log, behavior tally sheets, teacher journal, and student attitude scales. The results of the study showed a slight decrease in transition times, and a larger decrease in disruptive behaviors using both music and visual cues. Although the transition time decreases were less than expected, the larger decrease in disruptive behaviors had a positive impact on the classroom environment throughout the day. Implications include extending the length of the study to see if there is a more significant decrease in transition times and extending the visual cues into the work cycle to create a more peaceful work time.},
	language = {eng},
	school = {St. Catherine University},
	author = {Brock, Jessica S.},
	year = {2017}
}

{"_id":"AnwitE2jotfnzdQys","bibbaseid":"brock-theeffectsofmusicandvisualcuesontransitiontimeinamultiaged35yearoldmontessoriclassroom-2017","authorIDs":[],"author_short":["Brock, J. S."],"bibdata":{"bibtype":"mastersthesis","type":"mastersthesis","address":"St. Paul, Minnesota","title":"The Effects of Music and Visual Cues on Transition Time in a Multi-aged 3-5 Year Old Montessori Classroom","url":"https://sophia.stkate.edu/maed/211","abstract":"The purpose of this action research project was to investigate the effects of music and visual cues on transition times. This research took place in a Primary Montessori classroom with children ranging from 3-5 years of age in a public, partial magnet, urban K3-8th school. Data was collected for four weeks using a transition time log, behavior tally sheets, teacher journal, and student attitude scales. The results of the study showed a slight decrease in transition times, and a larger decrease in disruptive behaviors using both music and visual cues. Although the transition time decreases were less than expected, the larger decrease in disruptive behaviors had a positive impact on the classroom environment throughout the day. Implications include extending the length of the study to see if there is a more significant decrease in transition times and extending the visual cues into the work cycle to create a more peaceful work time.","language":"eng","school":"St. Catherine University","author":[{"propositions":[],"lastnames":["Brock"],"firstnames":["Jessica","S."],"suffixes":[]}],"year":"2017","bibtex":"@mastersthesis{brock_effects_2017,\n\taddress = {St. Paul, Minnesota},\n\ttitle = {The {Effects} of {Music} and {Visual} {Cues} on {Transition} {Time} in a {Multi}-aged 3-5 {Year} {Old} {Montessori} {Classroom}},\n\turl = {https://sophia.stkate.edu/maed/211},\n\tabstract = {The purpose of this action research project was to investigate the effects of music and visual cues on transition times. This research took place in a Primary Montessori classroom with children ranging from 3-5 years of age in a public, partial magnet, urban K3-8th school. Data was collected for four weeks using a transition time log, behavior tally sheets, teacher journal, and student attitude scales. The results of the study showed a slight decrease in transition times, and a larger decrease in disruptive behaviors using both music and visual cues. Although the transition time decreases were less than expected, the larger decrease in disruptive behaviors had a positive impact on the classroom environment throughout the day. Implications include extending the length of the study to see if there is a more significant decrease in transition times and extending the visual cues into the work cycle to create a more peaceful work time.},\n\tlanguage = {eng},\n\tschool = {St. Catherine University},\n\tauthor = {Brock, Jessica S.},\n\tyear = {2017}\n}\n\n","author_short":["Brock, J. S."],"key":"brock_effects_2017","id":"brock_effects_2017","bibbaseid":"brock-theeffectsofmusicandvisualcuesontransitiontimeinamultiaged35yearoldmontessoriclassroom-2017","role":"author","urls":{"Paper":"https://sophia.stkate.edu/maed/211"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"mastersthesis","biburl":"https://gmn-documents.s3.amazonaws.com/montessori-bibliography/Montessori-Bibliography_current.bib","creationDate":"2020-06-12T20:02:53.529Z","downloads":0,"keywords":[],"search_terms":["effects","music","visual","cues","transition","time","multi","aged","year","old","montessori","classroom","brock"],"title":"The Effects of Music and Visual Cues on Transition Time in a Multi-aged 3-5 Year Old Montessori Classroom","year":2017,"dataSources":["q3AhBc72gnjBRPbyB","dnQMfjQ7Yp4Aq7kc6"]}