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Doctoral Dissertation
Education as a Tool for Social Change: Case Study of an Arizona Inner-City Charter School
Available from: University of San Francisco
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Abstract/Notes: It is a very difficult task to provide adequate education in the United States for children living in an inner-city environment, with problems of poverty, minority status, drugs, crime, gangs, suicide, despair, and many single-parent households. This is a Case Study of how one Arizona inner-city poverty community has risen to answer these educational demands for its children through a Montessori theory-based Charter Pre-12 school. The 650 student population served in this school is approximately 80% Hispanic American, 12% African American, and 8% Native, Asian and European American. Data were gathered from extensive interviews, observations, and document analysis. They were analyzed and evaluated in three ways: first, according to a literature review of the educational theories of Maria Montessori, then according to those of Paulo Freire, and lastly, according to a review of Charter school books, articles, and government documents available up to January of 2000. The results were an in-depth description of first, the history of this community's needs, its struggle to establish and fund the school, then the resulting educational program which it developed and implemented, and lastly, the community's positive evaluation of it's efforts. The curriculum described had extensive use of ESL and cultural appreciation programs, hands-on student initiated and student-implemented programs, integrated curriculum and critical thinking programs, job-skills related programs, self-esteem and character development programs, and Sustainable Systems Ecology Education demonstration programs. All these findings were presented in a manner which could be useful to other Administrators, who might desire to use this school's example to begin or to improve their own programs for a similarly disadvantaged inner-city population. Conclusions were that after five years of operation, this community empowerment school has indeed found methods, curriculum and programs that have successfully helped to meet the emotional, cultural, moral, and educational needs of the children in this particular poverty community. Conclusions were also that this community's experiences are valuable and appropriate for examination by other prospective Charter school Administrators from similar communities.
Language: English
Published: San Francisco, California, 2000
Doctoral Dissertation
Navigating the social/cultural politics of school choice: why do parents choose montessori? a case study
Available from: University North Carolina Greensboro
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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
Article
La cuestión social del niño (primera de las conferencias que la Doctora Maria Montessori radia semanalmente desde el micrófono de la Radio Asociación de Cataluña)
Available from: ARCA. Arxiu de Revistes Catalanes Antigues
Publication: Montessori: Revista Mensual Ilustrada, vol. 1, no. 5
Date: May 1935
Pages: 1-3
Maria Montessori - Writings, Radio Asociación de Cataluña
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Language: Spanish
ISSN: 2604-8167, 2604-8159
Article
Work 'with' me: Learning Prosocial Behaviours
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 41, no. 4
Date: 2016
Pages: 106-114
Australasia, Australia, Australia and New Zealand, Oceania
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Abstract/Notes: This article reports research findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.
Language: English
DOI: 10.1177/183693911604100413
ISSN: 1836-9391, 1839-5961
Article
Kvetching Respectfully: Social Media Complaining
Available from: ISSUU
Publication: Tomorrow's Child, vol. 24, no. 1
Date: Jan 2016
Pages: 15–16
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Abstract/Notes: includes photo
Language: English
ISSN: 1071-6246
Article
Montessori and Social Progress
Available from: SAGE Journals
Publication: The Sociological Review, vol. 19, no. 3
Date: Jul 1927
Pages: 197–207
Book Section
The Social Aspect of Montessori Work
Book Title: Report of the Montessori Conference at East Runton: July 25th-28th, 1914
Pages: 10-25
England, Europe, Great Britain, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori Conference (East Runton, England, 1914), Montessori method of education, Montessori movement, Northern Europe, United Kingdom
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Language: English
Published: London: Montessori Society, 1914
Book Section
The Social Aspect of the Montessori Movement
Book Title: Report of the Montessori Conference at East Runton: July 25th-28th, 1914
Pages: 1-10
England, Europe, Great Britain, Montessori Conference (East Runton, England, 1914), Montessori method of education, Montessori movement, Northern Europe, United Kingdom
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Language: English
Published: London: Montessori Society, 1914
Master's Thesis (Action Research Report)
Finding Roots in the Montessori Social Studies Curriculum
Available from: St. Catherine University
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Abstract/Notes: This action research aimed to determine if an equity audit of the Montessori social studies curriculum and learning about the researcher’s culture impacted professional self-efficacy and resilience. This six-week intervention and study was a self-study through daily regimented activities. Three weeks were used to learn more about the researcher’s own culture and history. Three additional weeks were dedicated to the equity audit process, where the researcher revised original lessons or created new, culturally sustaining lessons to augment the curriculum. The data collected was completed daily using four tools: an attitude scale, a guided questionnaire, a reflective journal, and finally during the three-week audit period, a curriculum audit checklist. The data suggested strong levels of self-efficacy and resilience across the intervention, though resilience wavered and lowered throughout due to its taxing nature. Additional supports and research can better support educators of color prepare for altering and implementing a culturally sustaining and anti-bias, antiracist Montessori social studies curriculum.
Language: English
Published: St. Paul, Minnesota, 2022
Article
The Social Philosophy of Maria Montessori
Publication: Social Justice Review, vol. 62, no. 11
Date: March 1970
Pages: 396-400
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Language: English
ISSN: 0037-7767