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Article
Montessori Needs Charters and Choice
Available from: MontessoriPublic
Publication: Montessori Public, vol. 1, no. 2
Date: Spring 2017
Pages: 10
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Language: English
Article
Early Lessons of the Charter School Movement
Available from: ASCD
Publication: Educational Leadership, vol. 54, no. 2
Date: Oct 1996
Pages: 16-20
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Language: English
ISSN: 0013-1784, 1943-5878
Article
Charting the Course: The Nation's First Charter Montessori School Opens [Winona, Minnesota]; Can It Be a Model for Reform?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 4
Date: Summer 1993
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Montessori Charter School for Washington, D.C.
Publication: Montessori Observer, vol. 26, no. 2
Date: May 2005
Pages: 1, 3-4
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Language: English
ISSN: 0889-5643
Article
Washington Montessori Public Charter School
Publication: Tomorrow's Child, vol. 25, no. 2
Date: May 2017
Pages: 26
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Abstract/Notes: Includes a link to video of the school
Language: English
ISSN: 1071-6246
Article
Elder Voices: Ridgeline Montessori Public Charter School and Cascade Manor Assisted Living Center [Eugene, Oregon]
Publication: NAMTA Journal, vol. 34, no. 3
Date: 2009
Pages: 363–373
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Charter School Law Opens Way to Public Funds
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 2
Date: Winter 1992
Pages: 18
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Language: English
ISSN: 1071-6246
Article
In Charter School Era, Montessori Model Flourishes
Available from: Education Week
Publication: Education Week
Date: May 26, 2016
Americas, Montessori schools, North America, United States of America, United States of America
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Abstract/Notes: Public Montessori schools are springing up around the country, as new research raises questions about how the model will fit with states' and districts' test-focused accountability systems.
Language: English
ISSN: 0277-4232, 1944-8333
Doctoral Dissertation (Ed.D.)
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest - Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.
Language: English
Published: Stillwater, Oklahoma, 2006
Doctoral Dissertation (Ed.D.)
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