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Article
Election Victories for Public Assembly
Publication: Montessori Observer, vol. 19, no. 4
Date: Nov 1998
Pages: 1, 3
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Language: English
ISSN: 0889-5643
Article
Public Assembly Endorses Candidates in Maryland
Publication: Montessori Observer, vol. 19, no. 3
Date: Sep 1998
Pages: 1, 3-4
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Language: English
ISSN: 0889-5643
Article
Public Assembly Now a Political Action Committee
Publication: Montessori Observer, vol. 19, no. 1
Date: Mar 1998
Pages: 1, 3-4
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Language: English
ISSN: 0889-5643
Article
Public Schools Getting Their Say in Design of Training
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 3
Date: Spring 1995
Pages: 20
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Language: English
ISSN: 1071-6246
Article
Self Interest: How a South Carolina Foundation Created a Public Montessori Boom [Lander University, Greenwood, South Carolina; Institute for Guided Studies]
Publication: Public School Montessorian, vol. 16, no. 2
Date: Winter 2004
Pages: 1, 28
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Language: English
ISSN: 1071-6246
Article
AMS Mulls Strategy for Public Programs
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 1
Date: Fall 1995
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Contesting the Public School: Reconsidering Charter Schools as Counterpublics
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 53, no. 4
Date: 2016
Pages: 919-952
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Abstract/Notes: Although technically open to all, charter schools often emphasize distinctive missions that appeal to particular groups of students and families. These missions, especially ones focusing on ethnic, linguistic, and cultural differences, also contribute to segregation between schools. Such schools raise normative questions about the aims of education. Are they a troubling retreat from an integrated public school system? Or are they new public spaces relevant to the needs of certain communities? Through a case study of one potentially counterpublic school, I describe how this school embodied aspects of public-ness. I argue that a counterpublic framework—in emphasizing shared decision making, expanded discursive space, and a publicist orientation—offers resources for considering under what circumstances distinctive schools might serve public goals.
Language: English
ISSN: 0002-8312, 1935-1011
Article
Racial and Economic Diversity in U.S. Public Montessori Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 2
Date: 2016
Pages: 15-34
African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.
Language: English
ISSN: 2378-3923
Article
Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 1, no. 1
Date: 2015
Pages: 14-27
African American community, African Americans, Americas, Comparative education, Montessori method of education, Montessori schools, North America, Public Montessori, School discipline, Teacher-student relationships, United States of America
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Abstract/Notes: Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.
Language: English
ISSN: 2378-3923
Article
Examining a Public Montessori School’s Response to the Pressures of High-Stakes Accountability
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 1, no. 1
Date: 2015
Pages: 42-54
Americas, Montessori method of education, North America, Public Montessori, United States of America
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Abstract/Notes: A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school’s high-stakes assessment scores in terms of Montessori’s unique educational approach. This case study examined the ways one public Montessori elementary school responded to its high-stakes test scores in the areas of curriculum, instruction, and assessment. The research revealed the ways the principal, teachers, and parents on the school council modified Montessori practices, curriculum, and assessment procedures based on test scores. A quality Montessori education is designed to offer children opportunities to develop both cognitive skills and affective behaviors such as student motivation that will serve them beyond their public school experiences. However, fundamental Montessori practices were modified as a result of the pressure to raise test scores. The impact of the highstakes assessment era on alternative types of schools must be considered because it is contradictory to support the availability of educational alternatives while at the same time pressuring these schools to conform to strict and narrow measures of success.
Language: English
ISSN: 2378-3923