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511 results

Article

School of the Month: John Burroughs Public School, Washington, D.C.

Publication: AMI/USA Bulletin, vol. 1, no. 3/4

Pages: 3-5

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Language: English

Article

Frans op de lagere Montessori-school [French at primary Montessori school]

Publication: Montessori Opvoeding, no. 3

Pages: 16-18

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Language: Dutch

Article

Celebrating Diversity at a Public Montessori School [Hull-Jackson Montessori Magnet School, Nashville, TN]

Publication: Montessori International, vol. 77

Pages: 24–25

Americas, North America, Public Montessori, United States of America

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Language: English

ISSN: 1470-8647

Conference Paper

America's Alternative Schools: Prototypes for New Public Schools

Available from: ERIC

Annual Meeting of the University Council for Educational Administration (Houston, Texas, October 29-31, 1993)

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Abstract/Notes: As prototypes for new forms of education, public and private alternative schools have much to offer regular schools in the way of new ideas. This paper provides an overview of alternative schools and the options available. Alternative schools are characterized by a more selected student body, a smaller and less bureaucratic structure, values derived from within the school community, holistic student work, and a recognition of the school-survival issue. The basic educational frameworks within the array of public alternative school options are identified: (1) the traditional approach; (2) the nontraditional and nongraded approach; (3) schools that focus on the development of student abilities; (4) schools that emphasize techniques for delivering education (rather than philosophy); (5) schools with community-based organizing principles; (6) the self-directed, Montessori-like environment; (7) schools that are intentionally structured for particular student groups; and (8) subcontracted arrangements. In conclusion, alternative schools are flexible and able to respond to students' various needs. (LMI)

Language: English

Published: Houston, Texas: University Council for Educational Administration, Oct 1993

Pages: 19 p.

Master's Thesis

Vilka metoder väljer förskollärare och barnskötare för arbetet med förskolebarns skriv- och läsutveckling? [What methods do preschool teachers and childminders choose for the work with preschool children's writing and reading development?]

Available from: DiVA Portal

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Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

Article

Frans op de lagere Montessori-school [French at primary Montessori school]

Publication: Montessori Opvoeding, no. 3

Pages: 6-14

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Language: Dutch

Article

Montessori Middle School: Education on the Rise [Athens Montessori School, Athens, GA]

Publication: Tomorrow's Child, vol. 14, no. 2

Pages: 25–27

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Language: English

ISSN: 1071-6246

Article

Nursery Schools: A Primer for Parents: 13 Outstanding Nursery Schools

Available from: ProQuest - Women's Magazine Archive

Publication: Ladies' Home Journal, vol. 88, no. 11

Pages: 74, 159-164

Americas, North America, United States of America

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Abstract/Notes: Includes some basic information about Montessori schools in America.

Language: English

ISSN: 0023-7124

Article

School Focus: Plenty Valley Montessori School [Diamond Creek, Australia]

Publication: Montessori Matters

Pages: 9–10

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Language: English

Senior Capstone Project

Closing School Climate Gaps at Elm City Montessori School

Available from: Yale University - Education Studies Program

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

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Abstract/Notes: Despite the accomplishments of the Civil Rights movement, students from racially and socioeconomically marginalized communities continue to attend schools whose climates are hostile to their needs — educators have made students argue the “pros and cons” of imperialism, disproportionately punished their BIPOC students, and failed to challenge the racism that Black students endure (“Stories,” n.d.). Unfortunately, there is no one-size-fits-all solution that integrated schools can adopt to ensure all students feel welcomed, respected, and heard. Through interviews, survey data, and classroom observations, this capstone identifies school climate needs, namely as they pertain to resources, relationships, and restorative disciplinary practices, at one integrated PreK3-8 school, Elm City Montessori School (ECMS) in New Haven, Connecticut. This capstone concludes that while ECMS effectively honors and celebrates its diversity, the school should evaluate the allocation of curricular resources, build stronger ties to the New Haven community, and proactively support student mental health. The findings suggest that the ECMS should, in addition to adopting other reforms, invest more in LGBTQIA+ books and work alongside local advocacy groups to help achieve these goals. While this capstone is not generalizable, its findings show that all integrated schools must continue to critically assess if diversity within their buildings translates into a welcoming or hostile space.

Language: English

Published: New Haven, Connecticut, 2023

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