Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public Montessori schools, this approach remains in the niche, or boutique, versus the big box of standards education. In this case study, teachers from a large standards-based school in transition to becoming a public Montessori school answered self-reflective survey questions and were observed in their classrooms to verify their responses. Using this approach, the teachers' practice and reflections were compared and contrasted against the teachers' proclaimed continuum for balancing the dual curriculums of Montessori and Standards-based instruction. Twelve teachers were then interviewed and observed to examine their ability to change. The descriptive feedback from these teachers gave insight into the challenges and successes of implementing complex instructional change. Among significant findings was that some teachers in a short time were able to successfully balance the two curriculum mandates. This study's results revealed that given a complex criteria of support, motivated and experienced teachers could implement this change. This study opens the possibility that under certain circumstances, Montessori boutique education could be replicated in a public Big Box way.

Language: English

Published: Greensboro, North Carolina, 2013

Abstract/Notes: This mixed-method exploratory case study investigates the research question: To what extent do pre-K through eighth-grade public Montessori school teachers perceive that their professional knowledge and abilities, experiences, and resources impact their capacity to integrate arts into their general classroom curriculum? Public Montessori teachers from five public-choice Montessori schools in a school district of the suburban and urban areas of southeastern South Carolina were invited to participate. The teachers in these public Montessori schools have varied levels of education and professional development experience with the arts in education. Some participants were general education teachers prior to becoming Montessori teachers due to the transition of traditional program elementary schools to Montessori schools. Survey questions addressed themes and subthemes related to integrating the arts with core curriculum subjects including math, history, science, English language arts, and social justice and humanities. The subthemes were also designed to delineate perceptions of experience or knowledge with visual arts, music, dance, poetry, drama, and theater. Data were gathered from the participant responses and a district program description, including professional development offerings. To analyze the data, the research question themes were coded by the field annotations: abilities, knowledge, resources, benefits, and barriers. The coding involved identifying patterns and similarities in the teachers’ responses of their perceptions related to arts integration in their Montessori classrooms. The overall results indicated the teacher participants believe that students who exhibit excess energy would benefit from an increase in movement, collaboration, and music, as well as a significant increase in exposure to the arts. Largely, the teachers indicated feeling uncertain about integrating the arts into their Montessori classrooms due to barriers such as lack of resources, time, and professional development experience. Therefore, it is recommended that educational leaders create professional development opportunities through collaboration with the arts team at each school, the community arts professionals, and the district administration.

Language: English

Published: Biddeford, Maine, 2021

Abstract/Notes: Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public Montessori schools in the northeastern United States at age 3; half were admitted and enrolled and the rest enrolled at other preschool programs. About half of the children were identified as White, and half were identified as African American, Hispanic, or multiracial. Children were tested in the fall when they enrolled and again in the subsequent three springs (i.e., through the kindergarten year) on a range of measures addressing academic outcomes, executive function, and social cognition. Although the Black, Hispanic, and multiracial group tended to score lower in the beginning of preschool in both conditions, by the end of preschool, the scores of Black, Hispanic, and multiracial students enrolled in Montessori schools were not different from the White children; by contrast, such students in the business-as-usual schools continued to perform less well than White children in academic achievement and social cognition. The study has important limitations that lead us to view these findings as exploratory, but taken together with other findings, the results suggest that Montessori education may create an environment that is more conducive to racial and ethnic parity than other school environments.

Language: English

DOI: 10.17161/jomr.v9i1.19540

ISSN: 2378-3923

Language: English

Abstract/Notes: Based on an online survey with 85 principals and other leaders in public Montessori elementary schools, this study provides an update on the characteristics of Montessori education in public elementary schools as they begin facing the new challenges of No Child Left Behind (NCLB). Despite the lack of emphasis on traditional testing practices in Montessori education, the study finds that many schools have participated in standardized testing programs for many years and that support for testing practices does not differ between those with and those without Montessori certification. Even though they struggle with budget cuts, stricter state and federal requirements and teacher shortages, public Montessori elementary schools strive to maintain a unique educational environment through certified teachers, ongoing professional support for teachers and well-equipped classrooms.

Language: English

Published: Lawrence, Kansas, 2005

Language: English