Abstract/Notes: This qualitative study reveals the experiences of teachers who work in public preschools using their initiative and effort to implement Montessori education in their classes. Data were collected from five Montessori-inspired teachers from different cities in Turkey. Study teachers were well known for their Montessori practices. Since they were in different regions, they were interviewed by conference call. The researchers asked them to explain experiences related to difficulties they encountered while applying the Montessori method, as well as the outcomes they obtained. Results showed that despite reactions from their colleagues in terms of material procurement, activities, and teaching styles, they continued to practice the Montessori philosophy. Although this initiative is a difficult process, teachers willingly preparing and using resources and supports effectively can create positive outcomes for the educators, families, and children. The experiences and efforts of the teachers in this study will provide support to new initiating teachers and reveal the need to develop educational policies that support different educational approaches.

Language: English

DOI: 10.1007/s10671-022-09310-7

ISSN: 1573-1723

Language: English

DOI: 10.1080/00071005.2022.2108757

ISSN: 1467-8527, 0007-1005

Language: English

DOI: 10.1086/666360

ISSN: 0195-6744, 1549-6511

Abstract/Notes: This action research aimed to highlight the benefits of integrating the Montessori Math Curriculum with State Standards in an upper elementary classroom. The performance of the action research took place over six weeks at a public Montessori school. There were seventeen upper elementary participants. Documentation used in this action research was a tally sheet for observable use of Montessori math material, school weekly lesson plans, teacher observation and reflection notes, and student and parent Pre and Post Math Interest Surveys. All lessons were given daily during the morning hours according to the school master's schedule. Some positive effects of this action research include changes in student feelings towards math and increased autonomy. For clarity in other areas, extend the action research period beyond six weeks to allow more students to practice with Montessori lessons meeting various standards.

Language: English

Published: St. Paul, Minnesota, 2022

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.

Language: English

Abstract/Notes: See Montessori for All Children: A Worthy Vision in this same issue for David Kahn's response to this article.

Language: English

Abstract/Notes: Although Montessori is the most common unconventional education model, no multi-state study has compared standardized test proficiency of Montessori schools with districts. Here we report on this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more proficient in ELA. In 8th grade they were also more proficient on ELA and showed a trend to greater proficiency in math. Black, Hispanic, and economically disadvantaged students at Montessori schools were more proficient on ELA tests, and performed better or similarly on math tests, at both grade levels. Achievement gaps were generally smaller. Difference in percent proficient in 8th grade controlling for 3rd grade was consistently greater at Montessori schools than in districts. Potential reasons for the different performance of Montessori schools are discussed.

Language: English

DOI: 10.1080/15582159.2021.1958058

ISSN: 1558-2159, 1558-2167

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997