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Doctoral Dissertation
Barriers Contributing to the Minimal Participation of African American Parents in Their Children's Schools: A Qualitative Case Study of African American Parent Involvement in an Urban K–8 Elementary School in Minnesota
Available from: ProQuest - Dissertations and Theses
African American community, African Americans, Americas, Early childhood care and education - Parent participation, Early childhood education - Parent participation, Montessori method of education, Montessori schools, North America, Parent participation, Parent-teacher relationships, United States of America
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Abstract/Notes: This research is a case study of African American parent involvement at a urban Montessori school in Minnesota. African American parents at this school have had limited involvement in conferences, PTSO meetings, school activities, and on the Site-Based Leadership Team. An examination of the literature was made to investigate the influences on African American parents when they make decisions about their parental involvement. This research covered the historical background, theoretical background, implications, racial barriers, and strategies that increased African American parent involvement. An ethnography was designed to gather data from 9 mothers of African American students. These parents provided information about their backgrounds and their experiences with the school. Staff at the school (6) were interviewed as to their experiences with African American parent involvement. The results of the study offer findings on attitudes, perceptions, needs and ideas for improving African American parent involvement at any school.
Language: English
Published: St. Paul, Minnesota, 2000
Doctoral Dissertation (Ph.D.)
Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools
Available from: American Montessori Society
African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America
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Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.
Language: English
Published: Charlotte, North Carolina, 2016
Article
La scuola nei nuovi paesi africani
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 13, no. 2
Date: 1964
Pages: 15-18
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Language: Italian
ISSN: 0042-7241
Report
Reading and Math Achievement for African American Lower Elementary Students in Public Montessori Programs
Available from: National Center for Montessori in the Public Sector (NCMPS)
Academic achievement, African American community, African Americans, Americas, Arithmetic - Achievement, Early childhood care and education, Early childhood education, Lower elementary, Mathematics - Achievement, Montessori method of education, North America, Public Montessori
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Abstract/Notes: As Montessori programs in public schools expand, Montessori education is becoming available to a more diverse population of American students than ever before. Students of color have a significant presence in public Montessori schools; over a quarter of students in whole-school public Montessori programs are African American. As these programs grow, researchers have increasingly directed their attention to demonstrating that Montessori works in public schools; however, few studies have examined outcomes for African American students at the lower elementary level, when critical reading and math skills are being established. This study sought to answer the question, how effectively does Montessori instruction promote achievement for African American third grade students in reading and math, compared to similar traditional schools and other public school choice programs?
Language: English
Published: Washington, D.C., 2016
Article
African Partnerships
Publication: Montessori Leadership
Date: Aug 2008
Pages: 9–10
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Language: English
Article
African Safari
Publication: Montessori Life, vol. 2, no. 3
Date: 1990
Pages: 37
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Language: English
ISSN: 1054-0040
Article
African Harmony [Durban, South Africa]
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 24–25
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Language: English
ISSN: 0959-4108
Article
Two South African Views...
Publication: Montessori International, vol. 67
Date: Apr 2003
Pages: 29
Africa, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
ISSN: 1470-8647
Article
Movement and the African Child: A Practice Going Astray
Available from: African Journals Online
Publication: African Journal of Educational Studies in Mathematics and Sciences, vol. 14
Date: 2018
Pages: 41-50
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Abstract/Notes: Movement is life and the power for growth and development for healthy lifestyle. Poor motion or inactivity is the basis for poor development in children and morbidity and mortality in adulthood. As children grow, it is expected that certain developmental dimensions such as physical, socio-emotional and cognitive will develop. These dimensions form a very important aspect of the human life and need to be nurtured to develop appropriately. One of the means through which these dimensions could be nurtured is through body movement involving locomotive and non-locomotive motions. For proper development children need to be taken through conscious steps that will help their all-round development which primarily has been part of African communal settings for cultural integration and development. Era of technology has brought several challenges facing the active lifestyle of African Children thereby predisposing them to sedentary living and its disease risks. Some of these include mass movement from rural setting to urban settlements, use of technology and also social media, fear of the environment and security issues amongst others. There is the need to appraise the cultural effect of technology on active lifestyle of African children and reactivate a balance between technology and re-integration of cultural mediums of training and development in children’s education. To promote adequate physical movement among children, curriculum should integrate healthy cultural/physical activities in the school, and parent should encourage their children to do domestic activities and reduce the use of electronic gadgets such as electronic games, TV and labour saving devices.
Language: English
ISSN: 2508-1128
Article
Montessori in Soweto: A South African School That Soars - The National Movement That Inspired it
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 14, no. 2
Date: Winter 2002
Pages: 22-25
Africa, Public Montessori, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
ISSN: 1071-6246