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Article
Equity and Diversity at Ridgeline
Available from: MontessoriPublic
Publication: Montessori Public, vol. 1, no. 2
Date: Spring 2017
Pages: 16
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Abstract/Notes: Public Montessori charter schools can challenge perceptions and preconceptions
Language: English
Article
My Montessori Story - From Peace to Equity
Available from: ProQuest
Publication: Montessori Life, vol. 35, no. 1
Date: Spring 2023
Pages: 42-45
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Abstract/Notes: Peace alone offers privileged individuals a false sense of comfort: the comfort of having life's necessities and, for some, having far beyond what they need. While they are safe, have their needs met and then some, and generate healthy relationships with those from similar walks of life, the peace that they live overlooks a deeply burdened world, soaked in social injustice and home to a global majority who often lacks the surface-level basics. Nonetheless, they persist, taking the lemons they've been offered-lower wages, under-resourced education, higher incarceration rates, and so on-and create a miraculous lemonade to combat the oppression, and even share their knowledge, culture, and resources with those more privileged in the hope that eventually it will lead to an equitable exchange of goods (and a mega lemonade stand for all). The prepared adult possesses an excellent teacher education but lacks a wider perspective of the whole global child-perhaps seeing them as they are at school but neglecting a family-based partnership to reveal the whole child as they exist in their home setting.
Language: English
ISSN: 1054-0040
Blog Post
Montessori and Equity: Rising to New Challenges (Part 3 of a 3-Part Series)
Inclusive education, Montessori method of education
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Abstract/Notes: The Montessori method arose across the Atlantic and more than a century ago. How is it rising to the challenges set in motion by the global pandemic and national reckoning over racism? A new generation of Montessori leaders is infusing the approach with a heavier dose of equity.
Language: English
Published: Sep 27, 2022
Doctoral Dissertation (Ed.D.)
Journaling for Equity: A Self-Reflective Process of Discovery for Middle School Teachers in Public Charter Montessori Schools
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation presents the results of an exploratory descriptive case study of the Moses Journaling for Equity Experience, a self-reflective intervention for public charter Montessori middle school teachers. The intervention is designed to elicit a reflective process to slow teachers’ thinking so they can decenter Whiteness and elevate the cultures and voices of their students of color within their pedagogy. The intervention was developed in the winter and spring of 2020, drawing heavily on the author’s experience as an equity consultant as well as the rich literature on ways teachers can nurture a sense of belonging for students of color. The intervention was refined with feedback from experienced Montessori teachers, with a focus on ensuring pedagogical alignment and curricular expectations within the Montessori system. Because this study represents the first time the intervention was implemented, it is most properly viewed as a pilot study. Three middle school Montessori teachers were recruited to participate. They began the intervention in the fall of 2021. The intervention consisted of eight weeks of reading curated articles, reflection questions, the collection of evidence, and the journaling of the reflection questions. A final debrief via Zoom encouraged participants to assess the effectiveness of the intervention. As a pilot study, the goal was to gather information on the overall effectiveness of the intervention, intervention shortcomings and strengths. Data were collected weekly in the form of written responses to questions intended to provoke thought and deep reflection on the part of the teachers. At the end of the intervention, each teacher participated in a semi-structured interview to further explore the ideas shared in their individual weekly reflective writings. Critical Race Theory, White Supremacy Culture Characteristics, and the Concerns Based Adoption Model were all used to frame the analysis and to draw conclusions. Results suggest the intervention is effective at building teacher awareness of the cultural, academic, and social assets students of color bring to the classroom, which is the beginning point for teachers to decenter Whiteness in their classrooms to support student of color belonging.
Language: English
Published: Eugene, Oregon, 2022
Article
Equity Developments in Montessori
Available from: MontessoriPublic
Publication: Montessori Public, vol. 5, no. 1
Date: Fall 2020
Pages: 18
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Language: English
Article
Measuring Lesson-Giving Equity
Available from: MontessoriPublic
Publication: Montessori Public, vol. 3, no. 3
Date: Spring 2019
Pages: 8
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Language: English
Article
Magnets, Choice, and Equity in Houston
Available from: MontessoriPublic
Publication: Montessori Public, vol. 1, no. 2
Date: Spring 2017
Pages: 1, 8
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Abstract/Notes: Magnet schools gave my kids Montessori education. But why is their school so white?
Language: English
Article
National Montessori Equity Study Underway
Available from: MontessoriPublic
Publication: Montessori Public, vol. 3, no. 3
Date: Spring 2019
Pages: 4-5
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Language: English
Article
Achievement Equity in Public Montessori
Available from: MontessoriPublic
Publication: Montessori Public, vol. 1, no. 2
Date: Spring 2017
Pages: 11, 19
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Abstract/Notes: Adapting high performance charter techniques to fully implemented Montessori for educational equity.
Language: English
Article
Accountability, Equity, and Human Potential: Cracking the Assessment Code
Available from: MontessoriPublic
Publication: Montessori Public, vol. 1, no. 1
Date: Winter 2016
Pages: 4-5
Montessori method of education - Evaluation, Public Montessori
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Language: English