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Article
Special Education Featured at Montessori School in Philadelphia [New Path Montessori School]
Publication: The National Montessori Reporter, vol. 2, no. 1
Date: Feb 1978
Pages: 1, 6
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Language: English
Article
Low Initial Enrollment Dooms Middle School [Margaret Allen Middle School, Nashville, Tennessee]
Publication: Public School Montessorian, vol. 17, no. 2
Date: Winter 2005
Pages: 1, 21
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Language: English
ISSN: 1071-6246
Article
AMI School Celebrates a Newly Remodeled Facility [Flossmoor Montessori School, Flossmoor, IL]
Publication: AMI/USA News, vol. 11, no. 2
Date: Mar 1998
Pages: 3
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Language: English
Article
Explorations in Secondary Schools. Schools for the Adolescents
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2
Date: 1981
Pages: 7–20
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Language: English
ISSN: 0519-0959
Conference Paper
America's Alternative Schools: Prototypes for New Public Schools
Available from: ERIC
Annual Meeting of the University Council for Educational Administration (Houston, Texas, October 29-31, 1993)
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Abstract/Notes: As prototypes for new forms of education, public and private alternative schools have much to offer regular schools in the way of new ideas. This paper provides an overview of alternative schools and the options available. Alternative schools are characterized by a more selected student body, a smaller and less bureaucratic structure, values derived from within the school community, holistic student work, and a recognition of the school-survival issue. The basic educational frameworks within the array of public alternative school options are identified: (1) the traditional approach; (2) the nontraditional and nongraded approach; (3) schools that focus on the development of student abilities; (4) schools that emphasize techniques for delivering education (rather than philosophy); (5) schools with community-based organizing principles; (6) the self-directed, Montessori-like environment; (7) schools that are intentionally structured for particular student groups; and (8) subcontracted arrangements. In conclusion, alternative schools are flexible and able to respond to students' various needs. (LMI)
Language: English
Published: Houston, Texas: University Council for Educational Administration, Oct 1993
Pages: 19 p.
Book
Searching for the Ideal School Around the World: School Tourism and Performative Autoethnographic-We
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Language: English
Published: Leiden, The Netherlands: Brill, 2021
ISBN: 978-90-04-50602-2
Series: Arts, creativities, and learning environments in global perspectives
Article
Exploring Charter School Innovation: A Comparison of Popular Charter School Models
Available from: Taylor and Francis Online
Publication: Journal of School Choice, vol. 17, no. 3
Date: 2023
Pages: 387-403
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Abstract/Notes: This paper expands on previous work on charter school typology and presents disparities in standardized test outcomes across models by using standardized Z-Scores weighted by NAEP performance. Analyses indicate that in ELA, Classical schools have the highest relative performance, followed by Montessori and Art schools. In math, Classical school once again have the highest relative performance, followed by Montessori and STEM schools. For reasons discussed in the paper it is premature to posit causality, so the results should instead be viewed as descriptive. We suggest a more pluralistic testing framework may be appropriate when evaluating the performance of specialized schools.
Language: English
DOI: 10.1080/15582159.2023.2233321
ISSN: 1558-2159, 1558-2167
Article
AMI School Launches Somalian Outreach [Mater Amoris Montessori School, Ashton, MD]
Publication: AMI/USA News, vol. 6, no. 3
Date: Jun 1993
Pages: 2
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Language: English
Senior Capstone Project
Closing School Climate Gaps at Elm City Montessori School
Available from: Yale University - Education Studies Program
Americas, Montessori method of education, Montessori schools, North America, United States of America
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Abstract/Notes: Despite the accomplishments of the Civil Rights movement, students from racially and socioeconomically marginalized communities continue to attend schools whose climates are hostile to their needs — educators have made students argue the “pros and cons” of imperialism, disproportionately punished their BIPOC students, and failed to challenge the racism that Black students endure (“Stories,” n.d.). Unfortunately, there is no one-size-fits-all solution that integrated schools can adopt to ensure all students feel welcomed, respected, and heard. Through interviews, survey data, and classroom observations, this capstone identifies school climate needs, namely as they pertain to resources, relationships, and restorative disciplinary practices, at one integrated PreK3-8 school, Elm City Montessori School (ECMS) in New Haven, Connecticut. This capstone concludes that while ECMS effectively honors and celebrates its diversity, the school should evaluate the allocation of curricular resources, build stronger ties to the New Haven community, and proactively support student mental health. The findings suggest that the ECMS should, in addition to adopting other reforms, invest more in LGBTQIA+ books and work alongside local advocacy groups to help achieve these goals. While this capstone is not generalizable, its findings show that all integrated schools must continue to critically assess if diversity within their buildings translates into a welcoming or hostile space.
Language: English
Published: New Haven, Connecticut, 2023
Article
Celebrating Diversity at a Public Montessori School [Hull-Jackson Montessori Magnet School, Nashville, TN]
Publication: Montessori International, vol. 77
Date: Oct 2005
Pages: 24–25
Americas, North America, Public Montessori, United States of America
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Language: English
ISSN: 1470-8647