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Article
A Child-Directed Music Curriculum in the Montessori Classroom: Results of a Critical Participatory Action Research Study
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 19-31
Action research, Americas, Montessori method of education, Music - Instruction and study, North America, United States of America
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Abstract/Notes: Maria Montessori strongly advocated for music learning to be fully integrated into the classroom; however, many Montessori classrooms are dominated by materials aimed at developing children’s visual sense. The purpose of this critical participatory action research (CPAR) study was to address this perceived learning disparity by developing and implementing a curriculum that is consistent with the Montessori approach, child directed, and focused on sound examination and music learning. We designed six shelf works and offered them, over the course of 6 CPAR cycles, to 20 3- to 6-year-old children attending a Montessori school. Findings from qualitative and quantitative data indicate that the children received the works positively, chose to engage with them, became more confident in their musical tasks over time, showed signs of deep concentration and attention, and demonstrated consistent performance across similar tasks related to perception and cognition. We conclude that the presence of these 6 curricular works began to disrupt the perceived learning disparity we identified; however, more can be done to understand and change the classroom practices that support that disparity.
Language: English
ISSN: 2378-3923
Article
Getting off the... Critical List
Publication: Montessori Yearbook
Date: 1989
Pages: 21-25
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Language: English
Doctoral Dissertation (Ph.D.)
Critical Montessori Education: Centering BIPOC Montessori Educators and their Anti-Racist Teaching Practices
Available from: University of Maryland Libraries
Anti-bias, Anti-bias anti-racist curriculum, Anti-bias anti-racist practices, Anti-racism, Montessori method of education - Teachers, People of color, Teachers
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Abstract/Notes: While many BIPOC Montessori educators engage in anti-racist and culturally responsive teaching, Montessori education remains predominantly race-evasive. As a philosophy, it is rooted in colorblind perspectives in its focus on "all children" and lack of explicit centering of BIPOC students’ experiences. Teaching must account for race and racial lived realities in order to better support BIPOC students’ ways of knowing in culturally relevant and sustaining ways. This study seeks to center the voices of BIPOC Montessori educators and disrupt the pattern of Montessori research conducted without a critical racial lens. Framed by Critical Race Theory, this study focuses on the strengths, assets, and anti-racist teaching practices that one BIPOC educator brings to her classroom. I use critical ethnographic methods to better understand how a BIPOC Montessori teacher at a public charter Montessori school interprets and enacts the Montessori method to support BIPOC students. I consider how her racial identity informs her practices, and the structural barriers she faces at her school when enacting anti-racist and strength-based approaches. The guiding research questions of this study are: How does a Black Montessori teacher interpret the Montessori philosophy to more relevantly support her BIPOC students? How does she practice the Montessori method through culturally relevant and sustaining practices? What are the structural barriers that continue to challenge her as a Black educator doing her work? My analysis suggests that the teacher maintains her classroom space as a tangible and intangible cultural space that reflects and maintains her students' identities; that her own identity as a Black woman deeply contribute to the school's work around anti-racism and culturally responsive pedagogy; and that there are external barriers that both the teacher and the school face, that prevent them both from fully achieving culturally responsive teaching practices. At the core of the study, I seek to understand the possibilities and challenges of Montessori education from the perspective of BIPOC Montessori educators, and how we could learn from them to better support BIPOC students. I hope to begin a path toward more counter-stories in the Montessori community to specifically support BIPOC Montessori educators and understand the structural barriers they face to anti-racist teaching in Montessori programs in the United States.
Language: English
Published: College Park, Maryland, 2023
Doctoral Dissertation (Ph.D.)
Emotional Wellness in NM Early Childhood Educators: A Critical Constructivist Examination of Neoliberalism in Education Policy and the Influence of Neoliberal Policy on Educator Wellness
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.
Language: English
Published: Las Cruces, New Mexico, 2022
Article
Stages of Thinking
Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 3
Date: 1986
Pages: insert
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Language: English
Article
Thinking Outside the Box: Marketing Montessori in the Modern World
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 4
Date: Winter 2018
Pages: 48-53
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Abstract/Notes: Newton Montessori School, in Newton Centre, MA, took out ads on Massachusetts Bay Transportation Authority (MBTA) trains as a way of marketing to commuters taking public transportation to and from work each day. Connecting and promoting real-life events on social media can increase awareness about your school and community. "[At our events], we make sure to include a drawing for a 'Montessori' prize aimed at parents-last year, we raffled off a copy of [the book] How to Raise an Amazing Child the Montessori Way and a gift certificate to [the materials company] Small Hands-it is a good way to collect email addresses from people who stop by the tent," said Kibler. [...]the most powerful marketing tool may be the simplest-word of mouth.
Language: English
ISSN: 1054-0040
Article
Thinking Outside the Box: The Brain and Teacher Education
Publication: Montessori Life, vol. 12, no. 1
Date: 2000
Pages: 36–37
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Abstract/Notes: Includes the Cone of Experience by Edgar Dale
Language: English
ISSN: 1054-0040
Article
Forging a Partnership: Rethinking Parent Education: Insights from the OMA Workshop with Patricia Oriti
Publication: Forza Vitale!, vol. 20, no. 2
Date: 2001
Pages: 4–5
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Language: English
Article
Shaping the Future: New Educational Thinking
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1967, no. 1/2
Date: 1967
Pages: 12–28
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Language: English
ISSN: 0519-0959
Article
Intuitive and Analytic Thinking
Publication: AMI Journal (2013-), vol. 2014-2015
Date: 2014/2015
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Abstract/Notes: Bruner assumes a reconciliatory position between structure and creativity, suggesting that ordered sequences can lead to discovery
Language: English
ISSN: 2215-1249, 2772-7319