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Report
Reading and Math Achievement for African American Lower Elementary Students in Public Montessori Programs
Available from: National Center for Montessori in the Public Sector (NCMPS)
Academic achievement, African American community, African Americans, Americas, Arithmetic - Achievement, Early childhood care and education, Early childhood education, Lower elementary, Mathematics - Achievement, Montessori method of education, North America, Public Montessori
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Abstract/Notes: As Montessori programs in public schools expand, Montessori education is becoming available to a more diverse population of American students than ever before. Students of color have a significant presence in public Montessori schools; over a quarter of students in whole-school public Montessori programs are African American. As these programs grow, researchers have increasingly directed their attention to demonstrating that Montessori works in public schools; however, few studies have examined outcomes for African American students at the lower elementary level, when critical reading and math skills are being established. This study sought to answer the question, how effectively does Montessori instruction promote achievement for African American third grade students in reading and math, compared to similar traditional schools and other public school choice programs?
Language: English
Published: Washington, D.C., 2016
Article
A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools
Available from: JSTOR
Publication: Journal of Negro Education, vol. 86, no. 4
Date: 2017
Pages: 439-448
Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America
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Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.
Language: English
DOI: 10.7709/jnegroeducation.86.4.0439
ISSN: 0022-2984, 2167-6437
Book
An American Montessori Elementary Teacher: Indigenous American Montessori Models
Available from: ERIC
Americas, Indigenous communities, Indigenous peoples, Nancy McCormick Rambusch - Writings, North America, United States of America
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Abstract/Notes: Maria Montessori's child-centered teaching method came to the United States in 1913 and became linked with an approach to progressive education and child rearing which many Americans considered permissive. During the post-World War II years, advocates of Montessori's method combined this permissive mode with elements of an authoritarian mode to produce an authoritative approach to teaching young children. Following this approach, educators at the Princeton Montessori School have developed and implemented a firm yet empathic teaching model for their classes. The social system which the teachers have developed in their classes respects children's intrinsic motivation in the form of a benign token economy, called a credit-debit system. In this system the rules of the classroom, and the rewards and sanctions attending the rules, are developed cooperatively between teacher and children. Teachers consider the small group as the basic unit of social organization for the presentation of lessons. Teachers present curricular subject areas in a sequence of steps which are numbered and which correspond to a set of materials preassembled by the teacher and directly accessible to the children. For each subject, students keep personal interactive journals which contain written and illustrated work for the whole year. Through these methods, teachers at the Princeton Montessori School demonstrate that they have understood the basic message of Montessori and imbedded that message in a culturally sensitive and appropriate form of schooling.
Language: English
Published: New Jersey: Princeton Center for Teacher Education, 1992
Book
Latin American Woman: Historical Perspectives
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Language: English
Published: Wesport: Greenwood Press, 1978
Article
Community Spotlights: Notes of Interest from the Montessori Community
Publication: AMI/USA Journal, vol. 9, no. 1
Date: Spring 2021
Pages: 20-24
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Language: English
Article
A Montessori Infant Community [Hope Infant-Toddler Community, Creve Coeur, Missouri]
Publication: Montessori Life, vol. 5, no. 4
Date: 1993
Pages: 15–19
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Language: English
ISSN: 1054-0040
Article
En el Barrio [East Dallas Community School and Lindsley Park Community School, Dallas, TX]
Publication: Tomorrow's Child, vol. 16, no. 1
Date: 2007
Pages: 47–49
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Language: English
ISSN: 1071-6246
Article
Building Community/Retaining Students: Ways to Build Community in Your School
Publication: Tomorrow's Child, vol. 8, no. 5
Date: 2000
Pages: 31–34
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Language: English
ISSN: 1071-6246
Article
A Community Building with Care [Darvell Community of Hutterian Brethren, Robertsbridge]
Publication: Montessori Education, vol. 6, no. 4
Date: Nov 1994
Pages: 14–15
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Language: English
ISSN: 1354-1498
Article
Grace and Courtesy: The Basis of a Normalized Community Nurturing the Respectful Community Through Practical Life
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
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Language: English