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984 results

Article

Neighborhood School Movement and Public Montessori Magnets

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 3

Pages: 1, 9

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Public Montessori Teachers: It's Time to Talk

Publication: Public School Montessorian, vol. 10, no. 4

Pages: 4

Public Montessori

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Language: English

ISSN: 1071-6246

Article

A Brief History of Public Montessori

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 11, no. 1

Pages: 12-13

Public Montessori

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Abstract/Notes: Excerpt from AMS's Montessori School Management Guide

Language: English

ISSN: 1071-6246

Article

Public Montessori Schools

Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 3

Pages: 3

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Language: English

Article

Out of the Classroom . . . Into the Garden: The S.D. Spady Elementary School, a Public Montessori Magnet School in Delray Beach, FL

Publication: Tomorrow's Child, vol. 4, no. 3

Pages: 25

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Language: English

ISSN: 1071-6246

Doctoral Dissertation (Ed.D.)

From Boutique to Big Box: A Case Study Concerning Teacher Change Transitioning to a Public Montessori Elementary School

Available from: ProQuest - Dissertations and Theses

Elementary education, Montessori schools, Public Montessori, Teachers

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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

Article

Okemos considers public Montessori

Available from: Newspapers.com

Publication: Lansing State Journal (Lansing, Michigan)

Pages: 4B

Americas, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Language: English

Article

Public Montessori: 500+ Schools and Growing

Available from: MontessoriPublic

Publication: Montessori Public, vol. 1, no. 1

Pages: 1

Public Montessori

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Language: English

Article

Advancing Equity in Public Montessori

Available from: MontessoriPublic

Publication: Montessori Public, vol. 3, no. 3

Pages: 1, 14

Public Montessori

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Language: English

Article

✓ Peer Reviewed

Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori Schools vs. Business-as-Usual Schools

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 9, no. 1

Pages: 16-36

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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

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