Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers, but also to build their confidence and ignite interest in the beauty of mathematics. In this article, the author describes the results of her study on Math tracks in Montessori middle schools and what serves the child best in preparation for high school. Three groups were surveyed: (1) alumni of Princeton Montessori Middle School; (2) math department heads of the high schools Princeton Montessori Middle School students attend most; and (3) other middle school program heads (Montessori, private, and public). (Contains 6 online resources.)

Language: English

ISSN: 1054-0040

Abstract/Notes: Montessori middle schools can be immensely successful and highly beneficial to students. Traditional schools notice differences in students who come from Montessori backgrounds; they find them to be adaptable self-starters who often take on leadership roles. Prestigious high schools seek to recruit Montessori middle school graduates. As more parents seek alternative educational plans for the teen years, often deemed the most difficult, more Montessori programs, both public and private, appropriately strive to meet this need. The value of adolescent programs that provide a holistic, substantive, and developmentally based experience for their students is becoming more recognized. In this article, the author provides a list of guidelines to consider when developing a successful Montessori program for middle school students.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

Language: English

ISSN: 1071-6246

Language: English

Abstract/Notes: positive student engagement; motivation, flow; survey tables included

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: The urban middle classes often celebrate the diversity of their neighbourhood. As soon as they have children, however, the desire to display symbolic capital may conflict with the need to reproduce cultural capital through the educational system. In the ethnically diverse Amsterdam schooling context, in which parents have free school choice and school access is not determined by fees, the socio-spatial strategies of school choice could be expected to differ from particularly the UK context. Based on in-depth interviews conducted with white middle-class parents in Amsterdam, this study argues that ethnic diversity is a major concern when they are seeing primary schools for their children, but that middle-class fractions have different socio-spatial strategies for managing it. It is argued that, despite differences in terms of housing market and school policies, the strategies of the Amsterdam middle classes are very similar to other contexts, suggesting homologies of class between national contexts.

Language: English

DOI: 10.1177/0042098012461673

ISSN: 0042-0980