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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
High School Outcomes for Students in a Public Montessori Program
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 22, no. 2
Date: 2007
Pages: 205-217
Americas, North America, Public Montessori, United States of America
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Abstract/Notes: The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.
Language: English
DOI: 10.1080/02568540709594622
ISSN: 0256-8543, 2150-2641
Article
'Superior Outcomes' for Public Montessori: Lillard Study in Science Magazine Draws International Attention
Publication: Public School Montessorian, vol. 19, no. 2
Date: Winter 2007
Pages: 20
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Language: English
ISSN: 1071-6246
Article
Will the Montessori System Revolutionize Public Schools?
Available from: Chronicling America (Library of Congress)
Publication: San Francisco Call (San Francisco, California)
Date: Sep 15, 1912
Pages: 25
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
Master's Thesis
Goal Orientation Theory and Its Relationship with Motivation in the Elementary Classrooms of the Montessori Public Schools Project in Puerto Rico / La Teoría de Orientación a la Meta y su Relación con la Motivación en los Talleres de Elemental del Proyecto de Escuelas Públicas Montessori en Puerto Rico
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Goal Orientation Theory focuses on the types of goals that individuals pursue, and analyzes the influence of school structures on student motivation and learning. This research used the explanatory sequential design of mixed methods to identify the elements and teaching strategies present in the Upper Elementary classrooms of the Puerto Rico Montessori Public Schools Project used by their teachers that explain the perception of their students as environments that promote mastery goal orientation. In the quantitative phase, a questionnaire was administered to students of nine classrooms to identify their personal goal orientation and their perception of the goal structure of their learning environments. In the second phase of the study, the analysis of the quantitative data collected in the first phase of the study was used to identify three classrooms with varying degrees of mastery goal orientation structure. Through a qualitative approach, the elements and teaching strategies that promote a structure related to the mastery goal, as perceived by their students, were identified through individual interviews with their teachers. The findings point to the Upper Elementary classrooms as environments oriented mainly to the mastery goal and identify and describe strategies and elements in them that promote and reinforce this orientation in their students. Alternate abstract: La Teoría de orientación a la meta se enfoca en los tipos de meta que los individuos persiguen, y analiza la influencia de las estructuras escolares en la motivación y aprendizaje estudiantil. Esta investigación utilizó el diseño secuencial explicativo de métodos mixtos para identificar los elementos y las estrategias de enseñanza presentes en los ambientes de Taller II (9–12 años) del Proyecto de Escuelas Públicas Montessori de Puerto Rico utilizadas por sus guías que explican la percepción de sus estudiantes como ambientes que promueven la orientación a la meta de aprendizaje (mastery goal orientation). En la fase cuantitativa se administró un cuestionario a estudiantes de Taller II para identificar su orientación de meta personal y su percepción sobre la estructura de metas de sus ambientes. En la segunda fase del estudio se utilizó el análisis de los datos recopilados en la primera fase del estudio para identificar tres ambientes con distintos grados de orientación a la meta de aprendizaje. A través de un acercamiento cualitativo se identificó, mediante entrevistas individuales a sus guías o maestras, los elementos y las estrategias de enseñanza que promueven una estructura relacionada a la meta de aprendizaje. Los hallazgos señalan a los Talleres II como ambientes de aprendizaje orientados mayormente a la meta de dominio, e identifica y describe estrategias y elementos en ellos que promueven y refuerzan esta orientación en sus estudiantes.
Language: Spanish
Published: Río Piedras, Puerto Rico, 2022
Article
Creating Demand for Public Montessori
Available from: Montessori Public
Publication: Montessori Public, vol. 7, no. 2
Date: Spring 2023
Pages: 1, 14-15
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Language: English
Article
Emerging Public Montessori Research
Available from: Montessori Public
Publication: Montessori Public, vol. 7, no. 2
Date: Spring 2023
Pages: 20-21
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Language: English
Master's Thesis
Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study examines the differences between Montessori guides and public-school teachers regarding their knowledge and implementation of inclusive practices in the classroom using the Theory of Planned Behavior (TPB). TPB claims that perceptions of attitudes, subjective norms, and behavioral control predict intentions to engage in a particular behavior. The present research utilized a mixed-methods approach to assess participants’ personal definitions of inclusive education and predict intention to perform inclusive practices from teachers’ attitudes, subjective norms, and perceived behavioral control. Because public-school teachers are required to attend training, they were predicted to be more knowledgeable than Montessori guides about inclusive practices. Sixty-six teachers participated, but contrary to predictions, definitions provided by both public-school teachers (n = 35) and Montessori guides (n = 31) indicated poor understanding of inclusion with no differences between groups. Analysis of the TPB variables revealed significant differences in attitudes with Montessori guides expressing more positive attitudes than public-school teachers. Qualitative analyses supported this result as Montessori guides used more positive emotional terms in their definitions than public-school teachers who used more neutral terms. Multiple regression analysis showed that the TPB model predicted intention to perform inclusive practices (R2 = .73) with only perceived behavioral control and past behavior statistically significant predictors. These results indicate that despite positive attitudes, participants may lack sufficient, concrete understanding of strategies that would allow them to carry out inclusive practices. Results revealed that training is needed to clarify the definition of inclusion and provide actionable tasks for implementing inclusion in the classroom.
Language: English
Published: Killeen, Texas, 2021
Article
Parents - Founders of Alternative Schools in the Republic of Croatia / Roditelji – Osnivači Alternativnih Škola u Republici Hrvatskoj
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Hum: časopis Filozofskog fakulteta Sveučilišta u Mostaru, vol. 17, no. 27
Date: 2022
Pages: 183-203
Croatia, Early childhood care and education, Early childhood education, Europe, Montessori schools, Parent and child, Parent participation, Preschool education, School choice, Southern Europe
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Abstract/Notes: For years, the traditional school system did not meet the needs of students. Parents founded schools to allow children to move away from the rigid class-subject-hour system. Founders of alternative schools can be citizens, parents and teachers, religious communities and other legal entities. These are the so-called free schools, civic education initiatives, pedagogical reform attempts, educational boarding schools, etc. The goals of this paper are to present the pedagogical concepts and ideas of schools in the Republic of Croatia that were founded by parents. The paper presents the basic pedagogical principles and teaching aspects of Waldorf and Montessori pedagogy based on educational pluralism, a brief overview of the partnership between parents and schools in Croatia and the educational model of the Catholic primary schools "Ružičnjak" and "Lotrščak". The observed schools are located in Zagreb and have only one goal - to adapt the school to the child. We try to provide each student with an individual approach. The starting points are the child's needs and interests. These are schools where students have freedom of choice. The goal of education is the holistic development of the child. Emphasis is placed on active learning methods and abandoning didactic scenarios in which the child is only a passive observer. / Tradicionalni školski sustav godinama nije zadovoljavao potrebe učenika. Roditelji su osnovali škole kako bi omogućili djeci da se odmaknu od krutoga sustava razred – predmet – sat. Osnivači alternativnih škola mogu biti građani, roditelji i nastavnici, vjerske zajednice te druge pravne osobe. To su takozvane slobodne škole, građanske obrazovne inicijative, reformski pedagoški pokušaji, obrazovni internati itd. Ciljevi su ovoga rada predstaviti pedagoške koncepte i ideje škola u Republici Hrvatskoj koje su osnovali roditelji. U radu se predstavljaju osnovna pedagoška načela i aspekti poučavanja Waldorf i Montessori pedagogije utemeljene na obrazovnome pluralizmu, kratak osvrt na partnerstvo roditelja i škola u Hrvatskoj te obrazovni model katoličkih osnovnih škola “Ružičnjak” i “Lotrščak”. Promatrane škole nalaze se u Zagrebu i imaju samo jedan cilj – prilagoditi školu djetetu. Svakomu učeniku nastoji se osigurati individualan pristup. Polazne su točke djetetove potrebe i interesi. Ovo su škole gdje učenici imaju slobodu izbora. Cilj je odgoja i obrazovanja holistički razvoj djeteta. Naglasak je stavljen na metode aktivna učenja i napuštanje didaktičkih scenarija u kojima je dijete samo pasivan promatrač.
Language: English
DOI: 10.47960/2303-7431.27.2022.183
ISSN: 1840-233X, 2303-7431
Article
Iniciativa Montessori en la Escuela Pública Municipal Argentina
Available from: Fondazione Montessori
Publication: MoMo (Mondo Montessori), no. 4
Date: Dec 2015
Pages: 189-194
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Abstract/Notes: Part of the special issue: Maria Montessori nel XXI secolo - Interventi Dal Congresso Internazionale: Maria Montessori e la scuola dell'infanzia a nuovo indirizzo (20-24 Febbraio 2015, Pontifica Università Lateranense, Roma.
Language: Spanish
ISSN: 2421-440X, 2723-9004