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Article
'Media Kit' Proposals to Help Montessori Schools Grow
Publication: Montessori Life, vol. 14, no. 4
Date: 2002
Pages: 10
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Language: English
ISSN: 1054-0040
Article
Kids on the Block: A San Francisco Preschool by Mark Horton Architecture Makes the Most of a Prefabricated Structural System
Available from: US Modernist Library
Publication: Architecture
Date: Apr 2005
Pages: 68-71
Americas, Architecture, North America, United States of America
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Language: English
ISSN: 0746-0554, 0001-1479
Article
Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking
Available from: Cambridge University Press
Publication: Australian Journal of Environmental Education, vol. 28, no. 2
Date: Dec 2012
Pages: 162-164
Australasia, Australia, Australia and New Zealand, Oceania, Sustainability
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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students. The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.
Language: English
DOI: 10.1017/aee.2013.8
ISSN: 0814-0626, 2049-775X
Article
Performance of Montessori Graduates in Public School Classrooms
Publication: NAMTA Journal, vol. 14, no. 1
Date: Fall/Winter 1988
Pages: 1–9
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Spring We Spent in Spain [Peninsula Montessori School, Rancho Palos Verdes, CA]
Publication: The National Montessori Reporter, vol. 17, no. 3
Date: 1993
Pages: 8–9
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Language: English
Conference Paper
Inside the One Room Schoolhouse: A Look at Nongraded Classrooms from the Inside Out
Available from: ERIC
Annual Meeting of the Mid-South Educational Research Association (Memphis, Tennessee, November, 12-14, 1997)
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Abstract/Notes: This study examined nongraded, multi-age elementary classrooms from the perspective of involved principals, teachers, and parents. Data came from field notes taken at on-site observations and from in-person structured and unstructured interviews with principals and teachers. The schools were all located in a small urban town in north central Mississippi. The study found that the schools set up and operated the nongraded classrooms in different ways. The classrooms operated according to the philosophy of the teachers in charge of the classes under the guidance of the principal; each classroom was different from the next. The schools that experienced the most success were those in which the teachers did not feel threatened and were given the freedom to operate as they deemed appropriate. Some parent concerns included mixing the sexes, having siblings in the same room, giving up traditional grading and assessment, and possibly short-changing math. Keeping parents continually informed
Language: English
Article
A Recent Visitation [Nancy Rambusch visits Cleveland Montessori School]
Publication: Montessori Information Items News Supplement, vol. 1, no. 3
Date: Jun 1962
Pages: 2
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Language: English
Article
Trends in Personal Belief Exemption Rates Among Alternative Private Schools: Waldorf, Montessori, and Holistic Kindergartens in California, 2000–2014
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 107, no. 1
Date: Jan 2017
Pages: 108-112
Americas, Holistic schools, Montessori schools, North America, Private schools, United States of America, Waldorf schools
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Abstract/Notes: Objectives. To evaluate trends in rates of personal belief exemptions (PBEs) to immunization requirements for private kindergartens in California that practice alternative educational methods. Methods. We used California Department of Public Health data on kindergarten PBE rates from 2000 to 2014 to compare annual average increases in PBE rates between schools. Results. Alternative schools had an average PBE rate of 8.7%, compared with 2.1% among public schools. Waldorf schools had the highest average PBE rate of 45.1%, which was 19 times higher than in public schools (incidence rate ratio = 19.1; 95% confidence interval = 16.4, 22.2). Montessori and holistic schools had the highest average annual increases in PBE rates, slightly higher than Waldorf schools (Montessori: 8.8%; holistic: 7.1%; Waldorf: 3.6%). Conclusions. Waldorf schools had exceptionally high average PBE rates, and Montessori and holistic schools had higher annual increases in PBE rates. Children in these schools may be at higher risk for spreading vaccine-preventable diseases if trends are not reversed.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 45, no. 2
Date: 2008
Pages: 443-494
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Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
Language: English
ISSN: 0002-8312, 1935-1011
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