Language: English

Abstract/Notes: In this article, the author states that, for over 45 years, she has explored the issues of leadership and change, and, along the way, she has examined how diversity fits in with these ideas. She states that she found all three of these concepts embodied in the person of John McDermott, a leader in the American Montessori movement in the United States. McDermott helped establish the framework for putting Montessori education into an American cultural context. His message was always the need for public education, the necessity of embracing African-Americans and the poor in Montessori schools, and the damage to cities caused by white flight. McDermott held to his view that the quality of public education was key to the future of the republic. He decried the economic and social disparity between poor urban and inner-city schools and those of the affluent middle class, along with the ever-widening gap between the poor and the affluent and between blacks, Latinos, and whites. McDermott continued to stress the need to make Montessori education relevant to present problems, although he did not view Montessori education as a single solution to the problems in American education. He challenged the American Montessori Society to examine the ways in which growth and change occur in America.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Oberlin was also the perfect school because of its sustained commitment to the ideas of social justice, equity, and inclusion, long before these terms were part of public consciousness. If I recognize that some have more than others and that we live in a world that has systemic privileges, and the reason that some have more than others is not only because they have worked harder than others or that others have not worked hard enough, then, for many, social justice suggests a redistribution of resources in a way that implies taking things away from those that have and giving resources to others who have not worked hard enough to earn them (meritocracy). When I think of social justice, I think of intentional strategies to create a society where everyone feels affirmed, valued, and safe-mentally, physically, and psychologically. [...]it means that whether I am born into a family that has lots of material possessions or very few, whether my neighborhood is rich or poor, whether I worship a certain deity or do not worship at all (and so on), none

Language: English

ISSN: 1054-0040

Abstract/Notes: In this article, the author discusses several approaches in facilitating teachers, faculty, and staff members in giving birth to publishable writing that will allow them to share their ideas with other professionals. One effective approach is to find the strongest angle for a story and then narrowing it down.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Public Montessori elementary schools have two challenges: They strive to achieve a child-centered Montessori environment and must also address the demands of state and federal requirements developed for more traditional educational settings. This study analyzes how schools were operating on both fronts. On the one hand, the study measured the degree to which schools reported they were living up to the ideals of establishing truly Montessori environments within public schools (based on characteristics identified by the American Montessori Society as essential for the success of Montessori schools in the public sector). On the other hand, the study also gauged public Montessori elementary school leaders' perceptions of the greatest challenges facing their schools. This study incorporates public Montessori elementary school leaders' descriptions of their schools on several dimensions. First, participants provided basic school characteristics, such as admission criteria, enrollment information, and enrollment trends. They followed with Montessori practices and attitudes, outlining teacher background and classroom structure. Next, testing practices and attitudes toward standardized testing were described. Finally, they enumerated the greatest challenges facing their schools. (Contains 5 tables and 3 figures.)

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040