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Article
Black Lives Matter: A Montessori Virtual Rally
Available from: ProQuest
Publication: Montessori Life, vol. 32, no. 4
Date: Winter 2021
Pages: 16-17
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Language: English
ISSN: 1054-0040
Article
Bringing Montessori to the Black Community: A Private School Model
Publication: NAMTA Quarterly, vol. 6, no. 2
Date: 1981
Pages: 13-17
African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, United States of America
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Language: English
Doctoral Dissertation (Ed.D.)
Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-Served Black Children
Available from: DePaul University - Digital Commons
African American children, Americas, Culturally responsive teaching, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, Social justice, United States of America
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Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice
Language: English
Published: Chicago, Illinois, 2022
Article
Around Town; Thurs Jan 23; For Black Children
Available from: Independent Voices on JSTOR
Publication: Los Angeles Free Press (Los Angeles, California)
Date: Jan 17, 1969
Pages: 36
African American community, African Americans, Americas, Montessori method of education, North America, United States of America
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Language: English
Article
'Happiness Dwells in the Black Soul'
Publication: Los Angeles Sentinel (Los Angeles, California)
Date: Jun 9, 1968
Pages: A7
African American community, African Americans, Americas, Hakim Jamal - Biographic sources, Malcolm X Foundation, Malcolm X Montessori School (Compton, California), Montessori schools, North America, United States of America
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Abstract/Notes: Malcolm X once said: "Happiness resides not in possessions and not in gold ... the feeling of happiness dwells in the black soul."
Language: English
Archival Material Or Collection
Box 13, Folder 11 - Notebooks, ca. 1929-1940 - Notebook "Black Hillock"
Available from: Seattle University
Date: ca.1929-1940
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Doctoral Dissertation (Ph.D.)
An Exploratory Study on the Effectiveness of Montessori Constructs and Traditional Teaching Methodology as Change Agents to Increase Academic Achievement of Elementary Black Students
Available from: ProQuest - Dissertations and Theses
Academic achievement, African American children, African American community, Americas, Montessori method of education, Montessori schools, North America, United States of America
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Abstract/Notes: Black students consistently underachieve academically in comparison to White students. To minimize the achievement gap between Black students and White students, some experts advocate the use of differentiated instruction as an alternative methodology to teach underachieving students. Differentiated instruction is predicated on teaching students based on their learning abilities and/or learning preferences. The differentiated instructional model examined in this study combined traditional teaching methodology with specific Montessori stage two and stage three constructs. This exploratory qualitative study examined the impact that Montessori constructs combined with traditional teaching methods had on academic achievement of Black students in grades four and five in an inner city school in Dallas County, Texas. The study further explored the sample’s perceptions of and preferences for the combined teaching methodology. The sample group had been exposed to the differentiated teaching model evaluated in the study. Disaggregated 2007 and 2008 TAKS results from the Texas Education Agency were obtained to compare the school’s fourth and fifth grade Black students’ achievement to their cohort groups in the district and in the state. The TAKS data comparisons found variability in performance among the groups in each of the subject areas assessed by TAKS. Qualitative data from a Likert Scale, multiple choice questions, questionnaires, written essay, and interviews were obtained from the participants to examine the students’ perceptions of and preferences for the combined teaching methodology. Data responses were analyzed and themes were developed to determine black students’ preferences for teaching, learning, and factors that contribute to learning. The findings of this study imply that future use of a differentiated instructional model that combines traditional teaching methodology and specific Montessori constructs and principles might be effective in improving Black student achievement.
Language: English
Published: Minneapolis, Minnesota, 2009
Article
Talk Given at a Day Conference of Past Students Held in the Montessori College, Sion Hill, Blackrock, Dublin
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 4
Date: 1980
Pages: 14–21
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Language: English
ISSN: 0519-0959
Article
Daycare Center Coming to Black River Falls
Publication: Hocak Worak, vol. 25, no. 4
Date: Feb 25, 2011
Pages: 3
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, North America, United States of America
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Language: English
Article
HHCDA [Ho-Chunk Housing and Community Development Agency] Wins Grant for Childcare Center in Black River Fall
Publication: Hocak Worak, vol. 23, no. 1
Date: Jan 16, 2009
Pages: 3
Americas, Indigenous communities, Indigenous peoples, North America, United States of America
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Language: English