Abstract/Notes: To address inequality, philanthropists support “no excuses” schools in majority-Black low income communities. While the model has raised achievement, its practices are problematic from a social justice lens. Montessori is a highly contrasting model, and over 25% of public Montessori students are Black. Here we examine whether Montessori is a viable alternative school model for Black children. After showing the theoretical alignment between Montessori and culturally responsive pedagogy, we review studies of Montessori outcomes, then we present a new mixed-methods study of 12 adults who attended a primarily Black Montessori preschool. Their descriptions reflect that Montessori’s lived experience is as a culturally responsive pedagogy. The evidence suggests Montessori avoids the concerns raised by no excuses schools while delivering positive outcomes.

Language: English

ISSN: 0022-2984, 2167-6437

Language: English

Language: English

Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.

Language: English

DOI: 10.1080/09669760500446374

ISSN: 0966-9760

Language: English

Language: English

Language: English

Abstract/Notes: In 1954 the Supreme Court, in Brown vs. the Topeka Board of Education , ruled that the legal segregation of schools based on race was unconstitutional. Sixty-six years later there still exists an academic achievement gap between white students and students of color. Given that this gap exists in Montessori schools with high standardized test scores, this capstone project examines how the use of Culturally Responsive Teaching in a Montessori Learning environment may help eliminate the academic achievement gap ? This capstone reviews literature pertaining to the role culture plays in education and the alignment of Culturally Responsive Teaching with Montessori teaching practices and philosophy. The information in the capstone was presented at three professional development sessions which consisted of a slideshow and a teacher toolkit. The goal of the project was to motivate Montessori teachers to incorporate the ideas of Culturally Responsive Teaching into their lessons, thereby giving all students the opportunity to see their cultures reflected throughout the school.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: The purpose of this study was to investigate how Montessori educators in a public school setting in California address the pluralistic nature of their students’ cultural, racial and linguistic backgrounds. The Montessori method of education has been an alternative approach to education used around the world for 100 years. In the U.S., teachers’ backgrounds are often culturally and linguistically different from those of their students. How aware of these differences are Montessori teachers as they use the materials, curriculum, and method of the Montessori approach to education? The participants were six Montessori elementary teachers from the same public school, including the researcher. The participants met weekly for one hour focus group meetings which were audio recorded and transcribed by the researcher. Other data included researcher’s field notes in the form of reflections written after focus group meetings. Data was analyzed for generative themes and are presented here framed in theory from the literature on critical pedagogy and the Montessori method of education.

Language: English

Published: San Francisco, California, 2007

Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.

Language: English

Published: Boca Raton, Florida, 2020