Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.

Language: English

DOI: 10.1002/tesj.552

ISSN: 1949-3533

Abstract/Notes: To be truly in service of humanity, we must always approach this work as critically conscious researchers with an understanding that our work is not only to improve our classrooms but also to examine systems of power and privilege, with the end goal of creating more collaboration and equity between and within diverse communities. In this situation, I'd bring in analysis by asking the following: * How does the observed behavior reflect the school culture? * Where do I observe put-downs or an emphasis on competition in broader society? * How/where does the child's plane of development come into play? * How am I defining ways to be "good" for my students ? * Where are my blind spots? * How might positional power be at play here? To prepare for accountability/allyship in this scenario, I'd begin by asking the following: * What are my patterns of thought or behavior as it relates to mathematics teaching and learning? * Are my patterns of thought or behavior as it relates to mathematics teaching and learning informed by internalized inferiority, or privilege and dominance? * How can I use my understanding of the above questions to move my students forward in their learning? [...]connecting social justice and culture helps to address other critical societal issues such as stereotype threat in science and math (Maloney et al., 2013; Regner et al., 2014).

Language: English

ISSN: 1054-0040

Abstract/Notes: This publication is the outgrowth of the Conference on Pre-School Education, Chicago, February 7-9, 1966.

Language: English

Published: Chicago, Illinois: Aldine Pub. Co., 1968

Language: English

ISSN: 1071-6246

Abstract/Notes: [...]Montessori advocated for teachers to support children in their developing autonomy and their formation of agency. Montessori modeled nurturing humans who work for social justice by learning to respect themselves (identity), respect others (diversity), respect their physical and social environment (justice), and build agency that will ultimately enable them to make positive change for equity and inclusion (activism). [...]a change in environment or curriculum or communication can often impact the entire learning experience of children. Providing learning experiences guided by the Cosmic curriculum resulted in an engaging environment where lessons in reading and writing found purposeful application, as students explored the big concept of social justice and found that they could make change.

Language: English

ISSN: 1054-0040

Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)

Language: English

Published: Urbana-Champaign, Illinois, 1973

Language: English

Published: May 17, 2022

Abstract/Notes: Currently, the Montessori community is increasing its focus on the importance of research. The purpose of this article is to provide some background for critical readers of research related to Montessori education and to provide the tools to implement these findings in one's own Montessori work. Research articles are generally organized in a way that allows the reader to easily follow the logical flow of the research process. Readers will typically see an introduction followed by information on research methods. Research articles usually conclude with a discussion of results and practical implications. This article outlines key considerations and questions one should ask oneself in each of these areas.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: English

DOI: 10.1080/00940771.1999.11494589

ISSN: 0094-0771, 2327-6223