Language: English

Abstract/Notes: [...]I want to encourage every Montessori educator, teacher educator, and administrator to make time for observations in a public or charter Montessori school program. [...]I think that a program should not be labeled a Reggio Emilia program unless there is full commitment to that program-well-prepared teachers, a serious atelier (the art and supplies room, often centrally located), true child choice, and fantastic Tuscan food for everyone in the school. [...]this format makes it impossible for most of the children to come up and do anything-it assumes the teacher will be "doing things" with whatever is being presented. [...]teachers must set policies about tattling, about asking for spelling help, and so on, and encourage children to use peers as much as possible.

Language: English

ISSN: 1054-0040

Abstract/Notes: How does Montessori's radical land-based model work in public settings?

Language: English

Abstract/Notes: Within the realm of elementary public schools, several pedagogical models of early childhood education are practiced in the United States (Lillard, 2007). The constructivist approach to early childhood education is illustrative of best practices based on current theory. One model of constructivist early childhood education is the Montessori Method founded in the early twentieth century by Maria Montessori, an Italian physician (Montessori, 1912/1964). Though the Montessori Method is aligned with research-based best practices espoused by constructivism, there are relatively few public Montessori schools currently in the United States. A direct comparison is needed between the academic outcomes of public elementary school programs which implement the Montessori Method and those which implement a more traditional approach to early childhood education. The focus of this study is the academic achievement outcomes of Montessori public school students as compared to similar non-Montessori students.

Language: English

Published: Commerce, Texas, 2013

Language: English

ISSN: 0362-4331

Abstract/Notes: Dr. Maria Montessori, president of the Montessori School in Rome, famous for the methods which she has originated for awakening and guiding the mind of early chlidhood, will visit this city next June to study...

Language: English

Abstract/Notes: To address pervasive opportunity and achievement gaps in the U.S. education system, some researchers are looking to progressive pedagogies,[1] such as Montessori and Waldorf, that may have the potential to meet children’s unique learning and socio-emotional needs.[2] In particular, the number of Montessori programs within public schools has increased significantly. Most public Montessori pre-K programs (those serving children ages 4 or younger) admit students through a lottery because the demand for available slots typically exceeds the supply. However, certain enrollment policies or practices may create barriers to access, as flagged in the Brady Education Foundation Montessori Initiative Network’s initial research on public Montessori in 2017...

Language: English

Published: Mar 29, 2021

Abstract/Notes: Mira C. Debs, Yale Sociology of Education Ph.D. candidate and founder of Montessori for Social Justice, presented a chapter of her dissertation at the recent 2016 Montessori for Social Justice Conference: Writing the History of Public Montessori. The takeaway? It’s a little more complicated than you might think.

Language: English

Published: Jul 1, 2016

Abstract/Notes: Also available at: https://crdlla.tamu.edu/wp-content/uploads/sites/36/2019/12/AERA-2003-Montessori-Education.pdf

Language: English

Published: Chicago, Illinois, Apr 24, 2003

Pages: 30

Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. Questionnaires were sent to the households of 536 pupils and to 50 school staff members in the 3 Montessori Option elementary schools. Parents and guardians replied positively to 25 closed-ended questions; were neutral about none; and responded negatively to four. School staff replied positively to 27; were neutral about none; and responded negatively to two. Parents and guardians expressed concern about more than 46 survey-related topics. Parent-initiated topics included: competitiveness and comparison between students, curriculum design and development, learning environments, parent-teacher conferences, program expansion, public school use of Montessori philosophy, and staff certification and training. School staff expressed concern about classroom mangagement, instructional materials, parent involvement, parent-teacher conferences, skills and knowledge analysis, student progress, and the district-wide testing program. Questions and responses (along a Likert-type scale) are provided for parents and school staff members. Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended. Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.

Language: English

Published: Indianapolis, Indiana: Indianapolis Public Schools, 1989