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M.S.Ed Dissertation
Identifying Challenges to the Future of Public Montessori Elementary Schools
Available from: AMS Website
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Abstract/Notes: Based on an online survey with 85 principals and other leaders in public Montessori elementary schools, this study provides an update on the characteristics of Montessori education in public elementary schools as they begin facing the new challenges of No Child Left Behind (NCLB). Despite the lack of emphasis on traditional testing practices in Montessori education, the study finds that many schools have participated in standardized testing programs for many years and that support for testing practices does not differ between those with and those without Montessori certification. Even though they struggle with budget cuts, stricter state and federal requirements and teacher shortages, public Montessori elementary schools strive to maintain a unique educational environment through certified teachers, ongoing professional support for teachers and well-equipped classrooms.
Language: English
Published: Kansas, 2005
Article
Public Montessori Elementary Schools: A Delicate Balance
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 4
Date: 2008
Pages: 26-30
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Abstract/Notes: Public Montessori elementary schools have two challenges: They strive to achieve a child-centered Montessori environment and must also address the demands of state and federal requirements developed for more traditional educational settings. This study analyzes how schools were operating on both fronts. On the one hand, the study measured the degree to which schools reported they were living up to the ideals of establishing truly Montessori environments within public schools (based on characteristics identified by the American Montessori Society as essential for the success of Montessori schools in the public sector). On the other hand, the study also gauged public Montessori elementary school leaders' perceptions of the greatest challenges facing their schools. This study incorporates public Montessori elementary school leaders' descriptions of their schools on several dimensions. First, participants provided basic school characteristics, such as admission criteria, enrollment information, and enrollment trends. They followed with Montessori practices and attitudes, outlining teacher background and classroom structure. Next, testing practices and attitudes toward standardized testing were described. Finally, they enumerated the greatest challenges facing their schools. (Contains 5 tables and 3 figures.)
Language: English
ISSN: 1054-0040
Article
Starry Night: Good Addition to Any Elementary School's Software
Publication: Montessori Life, vol. 10, no. 2
Date: 1998
Pages: 13
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Language: English
ISSN: 1054-0040
Article
The Constructive Triangles in Elementary Schools
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 1
Date: 1969
Pages: 12–22
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Language: English
ISSN: 0519-0959
Doctoral Dissertation
Montessori Curriculum in Minnesota and Wisconsin Public Montessori Elementary Schools
Americas, North America, Public Montessori, United States of America
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Language: English
Published: Eagan, Minnesota, 2007
Doctoral Dissertation
Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools
Available from: ProQuest Dissertations and Theses
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
Doctoral Dissertation
Fostering Prosocial Behaviors in Urban Elementary Schools: A Closer Look at the Montessori Approach
Available from: ProQuest Dissertations and Theses
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Abstract/Notes: Montessori education emphasizes the development of prosocial skills, which are correlated with positive educational and behavioral outcomes in both middle-class and low-income school environments. Two recent studies document the effectiveness of the Montessori approach in this area. Historically, the Montessori method, developed in Italy in 1906, became widespread in American independent schools in the 1950s. With the advent of charter school legislation, the number of public Montessori schools serving lower income children has been increasing over the last decade. The purpose of this study was: (a) to observe and describe how Montessori teachers foster prosocial skills, and (b) to explore whether and how this differs in public and private Montessori schools serving students of different backgrounds/SES. Five mixed-age (first-third grade) Montessori classrooms (two private, three public) were observed and videotaped on two occasions between December 2006 and February 2007. An observation tool developed for non-Montessori classrooms was used to record teacher behaviors linked to prosocial skills development. Similar teacher strategies to promote prosocial skills were recorded in both the public and private schools. These similarities were apparent despite vastly different student and school characteristics. A number of teacher strategies typically associated with the promotion of prosocial skills which were emphasized in the observation tool were not observed in either school. The findings of this study raise questions about the use of observation tools outside of the context in which they were developed. This finding may also be attributed to the timing of the observations (in winter), as the teacher behaviors are more likely to be exhibited during the first few months of school. Interviews with teachers and principals also revealed different leadership needs of a start-up school as opposed to an established school.
Language: English
Published: Philadelphia, Pennsylvania, 2007
Doctoral Dissertation
An Analysis of Documents Pertaining to the Influence of Maria Montessori's Work on the Infant and Elementary Schools of England and Wales, 1910 to 1933
Available from: ProQuest Dissertations and Theses
England, Europe, Great Britain, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Northern Europe, United Kingdom, Wales
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Abstract/Notes: Did the work of Maria Montessori have an influence on the educational methods used in the infant and elementary school classrooms in England and Wales between 1910, when her work was first publicized in England, and 1933, when the Consultative Committee of the Board of Education published its report on Infant and Nursery Schools? To answer this principal question the following factors are considered: the effect on educational practices of the slow development of government provided education, the characteristics of the British Infant School, the social and political circumstances which were effecting education in 1910, the nature of Montessori's fame, and the official reaction to Maria Montessori and her work. For information concerning the methods actually being used in the classrooms from 1928 to 1933, the primary sources are memoranda submitted during that period to the Consultative Committee on the Primary School and to the Consultative Committee on Infant and Nursery Schools. The documents were analyzed for references to Montessori, for evidence of teachers having attended Montessori training courses, and for descriptions and advocacy of classroom methods which, according to a definition given by the Consultative Committee in its published report, reflect a Montessori influence. Eleven of thirteen Junior School Inspectors, six of thirteen Infant School Inspectors, and eleven of sixteen Heads of Infant Schools, according to the criteria used, advocate Montessori methods for more than half of the curriculum areas which they discuss. This evidence from the memoranda submitted to the Consultative Committees, combined with conclusions drawn from historical evidence, indicate that Maria Montessori did have considerable influence on the schools of England and Wales.
Language: English
Published: Mansfield, Connecticut, 1981
Article
L'autoeducazione nelle scuole elementari [Self-education in elementary schools]
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 11, no. 10
Date: 1962
Pages: 3-5
Marziola Pignatari - Writings, Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
ISSN: 0042-7241
Book
Autoeducatiunae in Scolele elementare [Auto-Education in Elementary Schools]
Maria Montessori - Writings, Montessori method of education
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Language: Romanian
Published: Bucharest, Romania: Cartea Româneascá, 1922
Edition: [1st Romanian edition]