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1212 results

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

Seattle Adds Public Middle School Program [Meany Middle School]

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

Pages: 22

Public Montessori

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Language: English

ISSN: 1071-6246

Article

School Focus [Brisbane Montessori School]

Publication: Montessori Matters

Pages: 16

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Language: English

Article

Tall Pines School: A Model for a Montessori Independent School in Canada [Brampton, Ontario]

Publication: Tomorrow's Child, vol. 9, no. 4

Pages: 19–21

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Language: English

ISSN: 1071-6246

Doctoral Dissertation

Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]

Available from: DiVA Portal

Architecture, Design, Environment, Europe, Northern Europe, Scandinavia, Sweden

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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.

Language: Swedish

Published: Stockholm, Sweden, 2012

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

Article

Aflame: Columbia, SC, School Fire Galvanizes a Community [Montessori Early Learning Center and School of the Arts, Columbia, South Carolina]

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

Publication: Public School Montessorian, vol. 18, no. 2

Pages: 10

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The OEkos Schools Program [13 participating schools]

Publication: OEkosphere [Œkosphere], vol. 1, no. 5

Pages: 6

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Language: English

Article

Small Town School Loans: How One School Utilized the Rural Development Fund

Publication: Public School Montessorian, vol. 19, no. 1

Pages: 15

Public Montessori

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Language: English

ISSN: 1071-6246

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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