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485 results

Article

✓ Peer Reviewed

Community-Building in a Diverse Setting

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 36, no. 4

Pages: 291

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Abstract/Notes: Research demonstrates that community-building in schools is an integral aspect of student success. Based on a foundation of research findings related to the importance of implementing community-building into all aspects of a school, community-building activities, including five specific classroom strategies (parent visits class to tell about child, weekly newsletter with interactive activities, bi-monthly open-house hour where children explain school work to parents, Valentine letters filled with true compliments, and a cultural celebration unit focused on Africa), were implemented in an urban magnet school. This school was moving toward racial integration as well as implementation of a Montessori education program. As predicted from research information, incorporating community-building strategies geared at creating a welcoming climate, at improving faculty interaction, at fostering collaborative classrooms, and towards on-going and open teacher/parent communication and collaboration resulted in positive outcomes in what could have otherwise been a difficult, negative or unproductive situation.

Language: English

DOI: 10.1007/s10643-008-0290-z

ISSN: 1082-3301, 1573-1707

Article

✓ Peer Reviewed

Partnerships, Action, and Collaboration, Together (PACT): A Community-Based Partnership Where Innovation, Collaboration, and Impact Reshape Stakeholders’ Vision

Available from: University of Alabama

Publication: Journal of Community Engagement and Scholarship, vol. 14, no. 1

Pages: 13 pages

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Abstract/Notes: Project PACT (Partnerships, Action, & Collaboration, Together) (a pseudonym) is a multi-stakeholder partnership that reflects multiple goals, commitments, and priorities for early childhood education. PACT was informed by the literature on community-based research (CBR) and a commitment by partners to strengthen P–3 education where stakeholder assets contributed to reciprocal learning experiences in early childhood education. PACT stakeholders transformed two early childhood education classrooms into Montessori classrooms within a district public school. As one in a series of investigations, this research specifically examined partner commitments to a unique collaboration, the emergence of roles and responsibilities over time, and manifestations of innovation within a traditional public school setting. Data illustrate how stakeholders established a collaboration that allowed for flexibility, perspective-taking, and the opportunity to work together to reconsider and strengthen P–3 education through a model typically reserved for children of affluence. Beyond the operational demands of a startup initiative, findings also reflect the power of a collective through flexibility and a stance that values the assets of a community. The impact of this work demonstrates the potential to successfully impact quality education in early childhood settings through equity and opportunity.

Language: English

DOI: 10.54656/PPYY7979

ISSN: 1944-1207

Article

✓ Peer Reviewed

The Montessori Bibliography Online: A Resource for the Global Montessori Community

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 8, no. 1

Pages: 1-12

Bibliographies

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Abstract/Notes: The Montessori Bibliography Online (MBO) makes information about Montessori education and the Montessori movement more accessible through an online interface that includes links to digitized source materials. Historically, Montessori bibliographies and indexes have been published in physical form and include references to other sources, but a direct link is absent. This database builds on previously compiled indexes to consolidate citations into a comprehensive repository with an intuitive user interface and a robust search capability. Additionally, the MBO provides hyperlinks to digitized source material. Although this type of tool is not unprecedented in the larger research and educational landscape, it is novel within the domain of Montessori education. This methodological essay discusses the steps I took to compile and develop the MBO. Beginning with a review of the literature and legal matters, the discussion describes the methods and processes employed. It concludes by outlining future directions for the MBO. The MBO is accessible at https://montessoribib.ku.edu.

Language: English

DOI: 10.17161/jomr.v8i1.16425

ISSN: 2378-3923

Article

✓ Peer Reviewed

From Holland to Hamburg: The Experimental and Community Schools of Hamburg Seen Through the Eyes of Dutch Observers (1919–1933)

Available from: Taylor and Francis Online

Publication: Paedagogica Historica: International Journal of the History of Education, vol. 50, no. 5

Pages: 615-630

Europe, Germany, Holland, Netherlands, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe

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Abstract/Notes: In the period 1919–1933 the experimental and community schools in Hamburg tried to put into practice a new model of schooling without a set curriculum that was based on providing a considerable amount of freedom for pupils and teachers. These experiences were introduced in the Netherlands by way of magazines published by the New Education Fellowship (NEF) or Dutch journals edited by educationalists and university professors. The Hamburg schools were also visited by Christian Anarchist teachers who were connected with new schools in the Netherlands and who already had experimented with new ways of life in small communities. In this article we describe their experiences in Hamburg. Their observation reports would not trigger a growing interest in a social community type of schooling; in general Dutch teachers, even the socialist ones, did not change their preference for the traditional classroom system of education. More individualistic methods from Montessori and Parkhurst (Dalton Plan), supported by university professors and inspectors of education, were considered to have more potential for changing the classroom system from within.

Language: English

DOI: 10.1080/00309230.2014.927513

ISSN: 0030-9230, 1477-674X

Article

Music, Peace and Community

Publication: Public School Montessorian, vol. 17, no. 1

Pages: 21

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Implementing Fitness and Nutrition Education in Urban, Underserved, Community-Based Montessori Schools: Challenges and Lessons Learned

Available from: Project MUSE

Publication: Progress in Community Health Partnerships: Research, Education, and Action, vol. 16, no. 3

Pages: 339-348

Americas, Lumin Education, Montessori method of education, Montessori schools, North America, Nutrition education, Physical education for children, United States of America

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Abstract/Notes: Background: Few studies have discussed school-based health programs in Montessori education. Lumin has a network of Montessori elementary schools serving mainly lower income families in Dallas, Texas. Since 2015, our medical school has partnered with Lumin to design and implement fitness and nutrition curricula adherent to Montessori principles., Objectives: To describe a novel Montessori school-based health program and determine avenues for improvement based on lessons learned., Methods: Led by medical students with guidance from faculty mentors, the program was developed collaboratively with Lumin leaders based on a critical need in their community and shaped with results from a cross-sectional health needs assessment among Lumin families. Data were collected to measure the impact of the program and a program evaluation was conducted after 5 years of operation to explore curriculum refinement., Results and Lessons Learned: The greatest challenges were recruitment of student volunteers, scheduling and coordination, and garnering community interest for secondary activities (e.g., health fairs)., Conclusions: Despite challenges, this partnership has resulted in a successful program that relies on faculty and student volunteers, incorporates community-based participatory research and service learning concepts, and follows Montessori principles.

Language: English

DOI: 10.1353/cpr.2022.0051

ISSN: 1557-055X

Article

✓ Peer Reviewed

Nurturing a Democratic Community in the Classroom

Available from: Springer Link

Publication: Studies in Philosophy and Education, vol. 30, no. 5

Pages: 491-497

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Abstract/Notes: Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.

Language: English

DOI: 10.1007/s11217-011-9241-z

ISSN: 1573-191X, 0039-3746

Article

✓ Peer Reviewed

Including Children with Mental Retardation in the Religious Community

Available from: SAGE Journals

Publication: Teaching Exceptional Children, vol. 33, no. 5

Pages: 52-58

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Abstract/Notes: This article describes practical strategies for promoting inclusion in religious programs. Strategies are provided for including children with mental disabilities, mild mental retardation, moderate mental retardation, and severe to profound mental retardation, and older students with mental retardation. Strategies are also provided for preparing peers and working with families.

Language: English

DOI: 10.1177/004005990103300508

ISSN: 0040-0599, 2163-5684

Article

✓ Peer Reviewed

Community Action Plans for Social Justice Advocacy: Leveraging the Relationship Between Awareness and Action

Available from: Wiley Online Library

Publication: TESOL Journal, vol. 11, no. 4

Pages: e552

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Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.

Language: English

DOI: 10.1002/tesj.552

ISSN: 1949-3533

Article

✓ Peer Reviewed

Evaluating Student Food Selections After a Nutrition Education Intervention in a Montessori Community School

Available from: The Annals of Family Medicine

Publication: The Annals of Family Medicine, vol. 20, no. Supplement 1

Pages: Submission 3129

Montessori schools, Nutrition education

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Abstract/Notes: Context: Schools are unique sites for nutrition education interventions due to their ability to provide educational activities as well as meals, allowing for observation of behavior change. Nutrition education and physical activity awareness programs implemented in the school setting have the potential to positively impact students’ eating habits. Eating habits are developed at a young age, but few efforts have been made to deliver and assess education interventions in the pre-K through grade 3 age group. Objective: The purpose of this study was to evaluate student food selections before and after a nutrition education intervention was implemented in a Montessori school. Human Subjects Review: Approved as non-regulated research by the UTSW IRB. Study Design: Retrospective exploratory analysis. Setting: A single Montessori community school with students in grades pre-K through grade 3. Instrument: Aggregate lunch food selection data, including total food items offered and total food items left over, via daily production records. Main Outcome Measures: Records were collected from three school years to compare the food acceptability – the percent of food item taken from the total offered - of fruit (F), vegetable (V), F&V, 0% milk, 1% milk, and all milks before and after the implementation of the intervention program. Food acceptability served as a proxy for food consumption. Results: In all years, fruit (82.88%) and all milks (81.74%) were well accepted by students, but vegetables (62.00%) were not. The study found that from year 1 to year 2, there were statistically significant (p <0.0001) decreases in intake in all categories. This trend continued when comparing year 1 to year 3. Conclusions: Prior studies show that even in successful interventions, when vegetable or F&V intake does increase, changes are minimal. These findings corroborate the difficulties prior studies have demonstrated in changing students’ food selections for the better, particularly regarding vegetable consumption. This analysis of production records showed a decline in acceptability of foods over the three years. It is unclear if these changes are directly related to the instructional program, due to the presence of confounding factors. Future studies should attempt to reevaluate nutrition education and subsequently conduct a plate-waste study for a more accurate representation of food consumption before and after an intervention.

Language: English

DOI: 10.1370/afm.20.s1.3129

ISSN: 1544-1709, 1544-1717

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