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Book

The Parent-Centered Early School: Highland Community School of Milwaukee

Available from: Taylor and Francis Online

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Abstract/Notes: In May, 1991, the newly chosen Milwaukee Public Schools Superintendent, Dr. Ho,vard Fuller, visited Highland Community School. His main question to parents and staff assembled to greet him was, "What lessons can we public school people learn from you?" Highland people had cogent ideas to pass on to him. This book is a more formal response in which I hope the hundreds of people who have continuously created Highland in its first twenty-five years speak through me in answer to him and to his colleagues elsewhere in public education. Highland began in late 1968, and by 1994 was one of only ten schools in the entire country to qualify for state-financed vouchers to independent urban schools. It is small: about seventy ethnically and economically diverse students aged two-and-a-half to ten years, three teachers and three assistants, a full-time executive director, and three part-time helpers, including a parent coordinator. One of the teachers doubles as principal. Annual expenditures per pupil are about $2,800. The curriculum is Montessori-based. The building is a century-old mansion. The school is governed by a nine-member parent board of directors and helped, primarily in fund-raising, by an advisory group of trustees. It is located in Milwaukee's Near West Side, an economically depressed and violent neighborhood (Jeffrey Dahmer's apartment, since razed, was only five blocks from the school). This is the story of a small school. Faced with the vastness of urban decay and its impact on educational institutions, the reader might question whether describing and analyzing this diminutive organization has any relevance to urban education. Despite differences between it and stereotypical urban public schools, however, it brings a message to American education much more important than its size seems to warrant. Its size is precisely the point. Change nucleates and incubates in small settings. Our huge society conditions us to think in terms of large numbers, sweeping change, vast federal programs. Government may be able to create contexts for change, but the changes themselves have to be brought about where individuals assemble to meet their mutual needs. Whether their relationships will be harmonious and productive, or acrimonious and dysfunctional, depends on how the organization is structured and what spirit has been breathed into it. This book fleshes out the organizational and attitudinal reasons that Highland works so well and what public education can learn from this small inner-city educational oasis. As a framework for the organization of this study, let us first review factors that research has revealed make a school effective.

Language: English

Published: New York, New York: Garland, 1997

Edition: 1st

ISBN: 978-1-315-05106-2

Series: Studies in Education and Culture , 10

Doctoral Dissertation

New Education and Alternative Schools in Taiwan: Educational Research from 1949 to 2005 Taking Special Account of Ten Alternative Schools

Asia, China, East Asia, Taiwan

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Abstract/Notes: Reviewed in Communications 2008/1 // In her dissertation she analyses the efforts of New Education in her home country and compares them to European reform approaches. In this context she analyses and evaluates a large amount of written documents and adds to her literary research especially for the ten alternative schools her own studies at these schools and interviews with the educationalists/teachers responsible. One of the analysed schools was a Montessori school, another one was a Waldorf school. The survey communicates interesting insights and findings about school development in an increasingly democratising Asian country that is scarcely considered in Germany.

Language: English

Published: Münster, Germany, 2005

Article

School of the Month: Franciscan Montessori Earth School, Portland, Oregon

Publication: AMI/USA Bulletin, vol. 1, no. 6

Pages: 3-5

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Language: English

Article

Instant Montessori Schools: According to David Lerch, Who Should Know, Federal Magnet Grants Will Be Announced in August - and Schools Will Open in September

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

Publication: Public School Montessorian, vol. 7, no. 2

Pages: 1

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Private Schools, Public Money: How Independent Schools Have Used the Bond Market to Finance Expansion

Publication: Public School Montessorian, vol. 18, no. 3

Pages: 12-13

Public Montessori

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Abstract/Notes: Includes three case studies

Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Field Independence of Students at Maharishi School of the Age of Enlightenment and a Montessori School

Available from: SAGE Journals

Publication: Perceptual and Motor Skills, vol. 65, no. 2

Pages: 613-614

Montessori method of education

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Abstract/Notes: 82 subjects, ages 7 to 11 yr., from two private schools, Maharishi School of the Age of Enlightenment and a Montessori school, were given the Children's Embedded Figures Test. The 48 students of the former (20 boys, 28 girls, M age = 8.98 yr.), who practice the Transcendental Meditation program as part of their curriculum, scored significantly higher on field independence than the 34 Montessori school subjects (17 boys, 17 girls, M age = 8.60 yr.).

Language: English

DOI: 10.2466/pms.1987.65.2.613

ISSN: 1558-688X, 0031-5125

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]

Architecture, Design, Environment, Europe, Nordic countries, 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

Article

Bulletin of Panama-California Exposition: Announcing a Joint Summer Session under auspices of The San Diego State Normal School, Carnegie Endowment for International Peace, The School of American Archaeology, The Montessori Institute, July 5-Aug 13, 1915

Available from: San Diego State University Libraries

Publication: Normal News Weekly (San Diego, California)

Pages: [unpaged]

Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Maria Montessori - Biographic sources, Montessori method of education - Teacher training, Montessori method of education - Teachers, North America, Panama-California Exposition (1915-1916, San Diego, California), Teacher training, Teachers, United States of America

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Abstract/Notes: "Faculty – The Montessori Institute — Dottoressa Maria Montessori and Assistants" ... "The Montessori Institute – During the month of July, San Diego is to receive and entertain as an honored guest of the city, the Exposition and the schools of the city, the famous Dottoressa Maria Montessori, who will bring for that month, her private class in Montessori methods now organized in Los Angeles, and which is not open to other Summer School students. In addition to this private class, there will be on the Exposition grounds, a Montessori demonstration school of children, which will be open for daily observation by all students registered for the summer session. Students will thus be able to get at first hand the Montessori methods and principles."

Language: English

Book Section

Gli Erdkinder in California: alla scoperta dell'adolescente in una farm-school americana [The Erdkinder in California: discovering the teenager in an American farm-school]

Book Title: Montessori: Perché No? Una Pedagogia per la Crescita

Pages: 265-272

Americas, Erdkinder, North America, United States of America

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Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Article

✓ Peer Reviewed

Reports from the Educational Field; Performance Tests with Pre-School-Age Children (Merrill-Palmer School)

Available from: JSTOR

Publication: Journal of Education (Boston), vol. 98, no. 10

Pages: 272-273

Americas, Early childhood education - Evaluation, Merrill-Palmer School, Montessori method of education - Evaluation, North America, United States of America

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Language: English

ISSN: 0022-0574, 2515-5741

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