UWRF Office of Graduate Studies
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The Office of Graduate Studies oversees all aspects of graduate programs for the University of Wisconsin-River Falls. The graduate programs offered include: Master of Art degree in TESOL, Master of Business Administration; Master of Science degrees in Agricultural Education and Communicative Disorders; Master of Science in Education degrees in Counseling, Elementary Education (Initial Certification), Professional Development, Reading, School Psychology, and Secondary Education (Mathematics - Post-Certification); Education Specialist degree in School Psychology, and Doctor of Education (Ed.D.) degree in its Montessori Studies.
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Types of Unease Experienced by Adolescents in a Montessori Entrepreneurship Course
(University of Wisconsin-River Falls, 2026)Educators can benefit from studies that apply economic principles to understand the learning process. This qualitative study applies concepts from Austrian economics to deepen understanding of how adolescent Montessori ... -
Measuring Community Interest in AAC in Ojibwe Language: Considerations for Accessible Language Learning and Preservation
(University of Wisconsin-River Falls, 2026)Purpose The purpose of this project is to review the results of a survey that was circulated among professionals with experience in Ojibwe language as a precursor to further research and development of assistive ... -
The Immediate Acoustic Effect of Whistling on Vocal Tract Qualities
(2026)Whistling is a vocalization used in a variety of cultures and contexts. Research on whistling in the context of voice disorders and speech-language pathology is limited. The purpose of this study was to determine what ... -
Montessori and Head Start: A Survey of Teachers
(University of Wisconsin-River Falls, 2026)This study was prompted by the discovery that in my public urban district, three-year-old Head Start students were in school full-day, whereas the three and four-year-old Montessori students in my classroom were only ... -
Hands in Soil, Minds at Peace: An Exploratory Qualitative Study of Montessori Teachers’ Perceptions of Plant-Based Self-Regulation Supports
(University of Wisconsin-River Falls, 2026)This qualitative case study explored how elementary-certified Montessori teachers perceived the impact of children’s interactions with plant-prepared classroom environments on students’ self-regulation skills. Rooted in ... -
Public Montessorians’ Perceptions of Teacher Evaluation and Professional Growth: A Qualitative Case Study
(University of Wisconsin-River Falls, 2026)School districts in the United States are increasingly adopting the Montessori approach, with an aim of boosting student achievement, diversifying student populations, and attracting families (Jor’dan, 2018). As the ... -
Exploring Young Adolescents’ Lived Experience of Motivation and Engagement in the Classroom
(University of Wisconsin - River Falls, 2026)This interpretive qualitative study explored the connection between student motivation and engagement from the student perspective. Focus groups with 7th - 10th grade students previously enrolled in Montessori elementary ... -
Creating Cosmic Context: Investigating the Impacts on Students and Families in a Montessori Elementary Classroom through the Implementation of Cosmic Task Connections
(2026)The purpose of this unconventional study was to examine the effects of creating context regarding the Cosmic Task in the Montessori Lower Elementary classroom. The intentionally delivered environmental (materials and ... -
EXPERIENCED MULTILINGUAL LEARNERS: OVERCOME CHALLENGES TO RECLASSIFY
(2026)This literature review presents a middle school instructional unit demo designed to help Experienced Multilingual Learners (EMLs), also referred to as Long-Term English Learners (LTELs), in developing the academic language ... -
ENROLLMENT TRENDS IN ADULT ESL CLASSES IN WISCONSIN TECHNICAL COLLEGES
(2025)This study examined enrollment trends in adult English as a Second Language (ESL) programs within the Wisconsin Technical College System (WTCS), focusing on the six participating colleges, with primary analyses covering ... -
Cardinal Virtues in Practice: A Mixed-Method Study Grounded in Virtue Ethics and Montessori’s Theory of Normalization
(University Of Wisconsin - River Falls, 2025)This mixed-method study explores how the cardinal virtues—prudence, justice, fortitude, and temperance—are expressed, perceived, and interpreted within Montessori elementary classrooms ( ages 6–12). The Montessori method ... -
Development of Early Childhood Racial Identity in the Montessori Classroom through intentional use of ABAR lessons and materials.
(2025)Study of Early Childhood development has emphasized the absorbency of children’s minds between the ages of 3-6. In a culture that largely prioritizes the Eurocentric, majority White perspective, careful intent must be ... -
Investigating the Influence of a Montessori-Based Basketball Program on Positive Skill Development in Children: An Exploratory Study
(University Of Wisconsin - River Falls, 2025)This study employed a qualitative exploratory design to critically examine the role of a Montessoribased basketball program in fostering skills that promote positive personal growth in children aged 6 to 12 years who ... -
The Intersection of Translanguaging and Montessori in Early Childhood Classrooms: An Instrumental Case Study of Supporting Multilingualism
(University of Wisconsin – River Falls, 2025)The number of multilingual learners in U.S. classrooms is steadily increasing, yet dominant monolingual norms often marginalize these students and constrain both academic and identity development. Translanguaging pedagogy ... -
Relationships Between the Characteristics, Professional Experiences, Phases of Professional Development, and Sustainability of Selected Practicing U.S. Montessori Teachers
(University of Wisconsin – River Falls, 2025)Utilizing a cross-sectional survey design grounded in a postpositivist paradigm, this quantitative, exploratory, and descriptive-correlational study examined the sustainability of selected Montessori teachers currently ... -
Teacher Perception and Awareness of the Interrelationship of the Learning Environment Design and Agentic Learning in Public Montessori Settings
(University Of Wisconsin - River Falls, 2025)This exploratory qualitative research study aimed to amplify the voices of public-sector Montessori teachers by examining their perceptions of the interrelationship between learning environment design and agentic learning. ... -
Effects of Administering Intergenerational Montessori-Aligned Instruction to Mitigate Ageist Attitudes Among Children Ages 3-5
(University of Wisconsin-River Falls, 2025)This research explores the potential of a Montessori-aligned aging pedagogy as an early childhood intervention to address ageism. Grounded in principles of individualized learning, empathy, and respect across the lifespan, ... -
Agency Piccolo in the Montessori Infant Environment: A Confirming Qualitative Case Study of the Presence of Infant Agency
(University of Wisconsin-River Falls, 2025)Agency is in the spotlight in numerous fields, nationally and internationally. While the importance of agency features prominently in academic and popular publications, more attention needs to be concentrated on infants. ... -
The Relationship Between Within-day Work Breaks and Job Satisfaction Amongst Montessori Guides
(2025)In the realm of education, the well-being of teachers profoundly impacts both their own experiences and the quality of learning for students. This literature review delves into the complex dynamics surrounding teacher ... -
Conferring with Students to Improve Their Reading Comprehension
(2025)Reading comprehension is important because it is how readers understand and interpret what they read. Recently, reading conferences have resurfaced as a common instructional practice in elementary classrooms with the ...
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