For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Measuring Equity in Montessori Communities
Available from: MontessoriPublic
Publication: Montessori Public, vol. 3, no. 3
Date: Spring 2019
Pages: 3, 15
See More
Language: English
Article
Equity, Access, and Curiosity
Available from: MontessoriPublic
Publication: Montessori Public, vol. 3, no. 3
Date: Spring 2019
Pages: 9
See More
Language: English
Article
At Crossway, Equity Is a Family Affair
Available from: MontessoriPublic
Publication: Montessori Public, vol. 3, no. 3
Date: Spring 2019
Pages: 10
See More
Abstract/Notes: An interview with CEO Kathleen Guinan.
Language: English
Article
Equity Aligned Practices in Montessori Math
Available from: MontessoriPublic
Publication: Montessori Public, vol. 4, no. 2
Date: Winter 2020
See More
Language: English
Article
Action Research: A Tool for Equity
Available from: ProQuest
Publication: Montessori Life, vol. 36, no. 1
Date: Spring 2024
Pages: 16
See More
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
Article
Adding Equity to Montessori Training
Available from: MontessoriPublic
Publication: Montessori Public, vol. 2, no. 3
Date: Spring 2018
Pages: 10-11
See More
Language: English
Article
Equity Conversations in Montessori
Available from: MontessoriPublic
Publication: Montessori Public, vol. 5, no. 2
Date: Winter 2021
Pages: 1, 10
See More
Language: English
Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
See More
Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Article
Considering Social Equity in a New Public Management Reform: Evidence from Milwaukee, Wisconsin
Available from: Taylor and Francis Online
Publication: Public Integrity, vol. 23, no. 4
Date: 2021
Pages: 369-384
See More
Abstract/Notes: This article uses the case of independent charter schools in Milwaukee, Wisconsin, to test whether New Public Management style reforms are compatible with the public administration pillar of social equity. Using three years of data, the author identifies inequities in access and outcomes due to the structural differences between charter and traditional public schools. Structural differences include governance, admissions, and transportation policies. Overall, independent charter schools serve fewer Black pupils, are less accessible, but do obtain comparatively better achievement scores. The article concludes with suggestions on how metagovernance can be used to ensure social equity in decentralized governance reforms. The study demonstrates how social equity can be analytically evaluated in a governance reform environment, and provides guidance on how structural barriers to social equity can be overcome in complex governing networks.
Language: English
DOI: 10.1080/10999922.2021.1908730
ISSN: 1099-9922
Doctoral Dissertation (Ed.D.)
Searching for Equity in Education: A Qualitative Study Examining the Experiences of African American Families in Accessing and Financing Montessori Education
Available from: ProQuest - Dissertations and Theses
See More
Abstract/Notes: In this qualitative, interpretive study, I examine the experiences of African American families in accessing and financing Montessori education in the United States, including African American families who did or did not eventually enroll their child(ren) in Montessori schools. The extant literature notes that African American families are disproportionately underrepresented in Montessori schools, despite an interest in this form of education. Grounded in the theoretical framework of critical race theory, I analyze participants’ perspectives on the role of race, and relatedly class, on what helped or hindered their awareness of, access to, and financing of Montessori education. Through 45–60-minute interviews with 13 African American families characterized as interested in enrolling their children in Montessori education, I found the following themes in regard to my research questions. First, participants’ experiences were noted as the power of social capital, challenge of logistics, and competing tensions in enrollment decision making. Second, hindrances to participants’ access and financing of Montessori education included: financial and financial aid barriers, gaps in equitable communication and marketing strategies, and limited diversity & equity initiatives. Third, participants found sources of support for accessing and financing Montessori education through a guiding belief in the philosophy of Montessori education and external change agents. Implications for theory and practice are included.
Language: English
Published: Philadelphia, Pennsylvania, 2022