Language: English

Language: English

Language: English

Published: Washington, D.C., 1958

Abstract/Notes: a "The underlying motives of school choice emerged as major courses of action to offer parents opportunities for education in the free market enterprise and to limit the racial desegregation of public schools. This policy became known as "freedom of choice." Historically, parental choice of schools was the option of parents who could afford the tuition of private or parochial schools. The first options for public school choice appeared during the 1960's. Today, magnet schools are the most popular form of school choice. Montessori schools have become a well-liked preference of magnet school options. Fifteen years ago, there were approximately 50 public Montessori schools in the United States. Today, there are between 250 and 300 public Montessori schools. While research has been accumulating on why parents choose a particular type of school (parochial, private, magnet, charter, or local public school) far less is known about why parents choose a particular curriculum. The purpose of this dissertation is to explore how parents navigate school choice decisions and why they choose Montessori schools over other available options. This dissertation further examines if parents' educational choices correspond to their reasons for selecting Montessori schooling and the impact family income and ethnicity have on their preference for Montessori. The methodology of this study utilized a mixed methods research medium. The mixed methods approach blended two different research strategies, qualitative and quantitative. Recognizing the overlap between qualitative and quantitative research methods, the data from self-report surveys were supplemented with semi-structured interviews. Three hundred surveys were distributed to the parents of the Montessori school and interviews were held with ten parents of the same school. Of the original 300 surveys, 132 were returned and comprised my final sample. The quantitative findings indicate that parents who choose the Montessori school use... OCLC Record: 866942318

Language: English

Published: Greensboro, North Carolina, 2007

Language: English

Published: Urbana-Champaign, Illinois, 1969

Abstract/Notes: These findings suggest the following implications for teachers, administrators, teacher educators, and reformers. With growing interest in teacher collaboration within already over-burdened systems, understanding school identity is becoming more important to educators. Understanding schools as places where teachers learn to teach can prevent indoctrination. Greater awareness of situated notions about what constitutes good teaching makes implicit values more visible so that they may be examined and reformed. I argue that a search for essential characteristics of good teaching over-simplifies the complexity of teaching. Broadening notions of teaching to include work outside the classroom such as talk about teaching, peer observation, and joint problem setting and solving would enlighten teacher self-evaluation.

Language: English

Published: Urbana-Champaign, Illinois, 2006

Abstract/Notes: Implementation of an anti-bias education framework is relatively new in the history of cultural competence movements. While some research has been done, sighting positive effects for K-12 students, few studies exist within the Montessori pedagogy. Furthermore, little research has been done in the effects of implementing this type of curriculum within a Montessori adolescent environment. Consequently, there is a need to gather information on effective anti-bias education best practices and how to introduce these strategies in a classroom environment. The purpose of this action research study is to explore how implementing anti-bias activities including literature, journaling, and Socratic discussions affect students’ cultural proficiency in a Montessori Middle School.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This action research project was completed to test the effects of reading and discussing multicultural children’s literature on young children’s positive self-concept and appreciation of human differences. The setting was a Montessori primary (preK-K) classroom of 18 children, ages two years 10 months to five years 10 months. Ten children were White, four were biracial, three were Asian American, and one was Latin American. Data was collected using a tally sheet, picture test, self-concept test, discussion log, and self-assessment journal. Readings took place each day and books centered on topics such as individuality, race, skin color, diversity, inclusion, and activism. The results indicated that children did show a decrease in negative attitudes towards human differences and an increase in positive attitudes towards human differences throughout the intervention. The action plan implications conclude that the study could be conducted with a narrower focus and within an intersectional framework.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This action research project investigated my teacher efficacy in a multicultural classroom with children ages 3 to 6. This was a self-study that I started during my first year of teaching in a private school in downtown Chicago. As a first generation American, I was the only participant. Throughout the four-week study, I responded to journal prompts where I reflected on daily readings of anti-bias literature and my past schooling experiences. I measured my teacher efficacy and confidence levels through weekly attitude scales and pre and post self-assessments. My emotions were tracked with tally sheets. The data showed an increase in positive emotions vs. negative emotions, higher confidence levels in teaching, and growth in confronting bias and engaging in discussions about anti-bias education. This study recommends further engagement in anti-bias media and taking the time to reflect before making decisions in my work as a teacher.

Language: English

Published: St. Paul, Minnesota, 2020

Language: English

ISSN: 0009-4137