Language: English

Archive: Library and Archives Canada (Ottawa, Canada)

Language: English

Published: New York: Holt, 1950

ISBN: 978-0-03-008180-4

Language: Norwegian

Published: [Oslo, Norway]: Liberalt forskningsinstitutt, 1993

ISBN: 82-7521-806-2

Abstract/Notes: Join the Revolution! Build a resilient Montessori school Montessori in Action: Building Resilient Montessori Schools delivers a practical and actionable method to provide a strong Montessori experience for all children, families and educators. The first of its kind, this book offers readers a collection of modern and concrete ways to build an equitable and resilient Montessori program, by discussing topics like: Working within the unique, complex ecosystem of Montessori to build a unified community empowered to serve the mission of the school Sharing ways to create a culture of honest conversation based on the values of growth and clarity Offering ways to build strong and resilient systems that will engage the whole community and yield results Perfect for Montessori educators and administrators of all kinds, Montessori in Action will support educators in taking action! This book provides structures, tools and timetables to strengthen and improve schools. It will also earn a place in the libraries of the parents of Montessori children who desire to create and maintain an equitable environment that benefits all students, regardless of their background.

Language: English

Published: Hoboken, New Jersey: Jossey-Bass (John Wiley and Sons), 2021

ISBN: 978-1-119-76312-3

Abstract/Notes: Public–private partnerships have been in use for a long time, and in many countries, to build roads and bridges, clean rivers, and manage waste. In the last two decades, they have slowly begun to make their presence felt in the field of public education. Several countries, including the United States and India, have recently enacted laws that include partnerships with private entities as a vehicle for education reform. This book discusses a swathe of PPPs in education and assesses their approach and contribution to genuine school change. This broad and even-handed survey of a variety of policy positions is followed by specific accounts of reform efforts in two case studies―one from a partnership in middle-school change in curriculum and instruction that took place in the state of Michigan in the United States, and the other from a partnership to bring Montessori education to government-run schools in Chennai, a large Indian city.

Language: English

Published: New Delhi, India: SAGE India, 2013

ISBN: 978-81-321-1128-3

Language: English

Published: New York: Holt, Rinehart and Winston, 1968

Abstract/Notes: With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina’s public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers’ perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar nonMontessori public school students, when examining academic, behavioral, and affective outcomes.

Language: English

Published: Greenville, South Carolina, 2018

Language: English

Language: German

ISSN: 0343-4613

Abstract/Notes: This study uses qualitative research methods to examine the role of school counselors in three public Montessori elementary schools. Through the process of interviews and site visits, the data collected are compared against the American School Counseling Association's guidelines for a balanced and comprehensive guidance program. Data are also evaluated to see if philosophical and pedagogical elements of Montessori are integrated into each school's guidance program. The findings show that all three schools have programs that provide intervention services at a much higher rate than preventative services, and they have difficulty integrating Montessori pedagogy into their counseling programs. However, the opinions of the counselors at all three schools are favorable toward Montessori, and there seem to be possibilities for Montessori/counseling integration that could provide a very strong balanced and comprehensive guidance program.

Language: English

Published: Raleigh, North Carolina, 2003