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Book
Minority Student Performance: Is the Montessori Magnet School Effective?
Available from: ERIC
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Abstract/Notes: Available scores from the Iowa Test of Basic Skills and Metropolitan Achievement Test-6 tests, administered between 1984 and 1988 to 88 students enrolled in a Montessori magnet program in the Houston Independent School District, were statistically analyzed. The t test for independent samples was computed to determine if minority students' scores differed significantly from test norms and district means. The study also computed analysis of variance in an effort to identify significant internal variance. Students in the subject population consisted of three cohorts: student were 31 percent Black, 26 percent Hispanic, and 39 percent White. Score analysis indicated that test performance of minority students in the Montessori magnet program was significantly higher than either the test norms or district means. The study concluded that Hispanic and Black students who have been enrolled in a Montessori magnet program for a year or more have impressive academic advantages. The students demonstrated mastery of subject material, measured by standardized tests, in all subtest areas. However, while the Montessori program has reduced deficiencies in minority achievement, it has not eliminated them. Even after several years in a Montessori program, race-related differences in student performance remain. Over 90 references are cited.
Language: English
Published: Houston, Texas: Marcella Dawson, 1987
Article
Minority Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 2
Date: Winter 1990
Pages: 8
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Language: English
ISSN: 1071-6246
Article
Making Montessori Hawaiian: Serving an 'Involuntary Minority'
Publication: Public School Montessorian, vol. 19, no. 4
Date: Summer 2007
Pages: 1, 17
Asian American and Pacific Islander community, Indigenous communities, Indigenous peoples, Public Montessori
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Language: English
ISSN: 1071-6246
Article
Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
Available from: Taylor and Francis Online
Publication: Journal of Jewish Education, vol. 85, no. 1
Date: 2019
Pages: 27-52
Asia, China, East Asia, Montessori method of education
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Abstract/Notes: The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.
Language: English
DOI: 10.1080/15244113.2019.1559433
ISSN: 1524-4113
Report
The Minority Voice Demands More Choice: Why that Choice Should be Montessori
Available from: Temple University - Scholar Share
Montessori method of education - Criticism, interpretation, etc., School choice
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Abstract/Notes: This paper proposes schools diversify educational programs to combat inequities perpetuated by school choice. For example, the Montessori method, which contains social and emotional development aspects, also decenters the instructor, therein reducing unconscious bias to non-majority students. Federal funding mechanisms have not adequately recognized the efficacy of alternative educational programs and thus limited the viability of such programs in school choice systems.
Language: English
Published: Philadelphia, Pennsylvania, Dec 2022
Book Section
Beyond Day Care: Full-Day Montessori for Migrant and Other Language-Minority Children
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori in Contemporary American Culture
Pages: 215-228
Americas, Displaced communities, Montessori method of education, North America, Refugees, United States of America
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Language: English
Published: Portsmouth, New Hampshire: Heinemann, 1992
ISBN: 0-435-08709-6 978-0-435-08709-8
Article
Playgroups [Introduction to Montessori]
Publication: Montessori Matters
Date: 1989
Pages: 8
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Language: English
Archival Material Or Collection
Box 6, Folder 49 - Lecture Outlines, 1962-ca.1963 - "To Groups as Well”
Available from: Seattle University
Date: ca.1963
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
Archival Material Or Collection
Box 6, Folder 6 - Lecture Outlines, 1962-ca.1963 - “The Addition of Groups”
Available from: Seattle University
Date: ca.1963
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
Article
Questions and Answers [Is Montessori only for certain groups of children?]
Publication: The National Montessori Reporter, vol. 1, no. 1
Date: Sep 1977
Pages: 3
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Language: English