Abstract/Notes: Implementation of an anti-bias education framework is relatively new in the history of cultural competence movements. While some research has been done, sighting positive effects for K-12 students, few studies exist within the Montessori pedagogy. Furthermore, little research has been done in the effects of implementing this type of curriculum within a Montessori adolescent environment. Consequently, there is a need to gather information on effective anti-bias education best practices and how to introduce these strategies in a classroom environment. The purpose of this action research study is to explore how implementing anti-bias activities including literature, journaling, and Socratic discussions affect students’ cultural proficiency in a Montessori Middle School.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The purpose of this action research project was to observe the impacts of a revised handwriting curriculum on motivation for handwriting and independent letter formation in a Montessori 3-6 classroom. Participants in the four-week study included eight students aged 3.6 to 5.9 in a private Montessori school located in a small New England college town. The revised curriculum utilized Orton-Gillingham sequencing, plus new handwriting materials and opportunities. Data sources included a daily tally sheet to track handwriting work, daily writing samples, student interviews, and lesson plan/reflection sheets. Data showed that the average daily participation rate for all optional handwriting work was 80% and that age impacted work choice. Handwriting samples showed improvement in independent letter formation. Further research could study the impact of the new letter presentation sequence on the areas of reading and spelling; and explore the use of cursive handwriting materials with this age group.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: This action research project was completed to test the effects of a culturally diverse art program on early childhood students’ cultural competency. The setting was a Montessori early childhood classroom of 22 children. There were two Asian students, one African American student, and 19 Caucasian students. Data were collected using a student conference form, self-portrait rubric, and tally sheets - continent symbol matching, group discussions and art activities. A group presentation took place each week about an artist from one the six inhabited continents which included a biography and examples of their artwork. Following the presentation an art activity was placed on the art shelf. The results showed that the program had a positive impact on the students’ cultural competency. This program will continue to evolve by interweaving it with other cultural curricula in the classroom and spending more than one week with each artist and activity.

Language: English

Published: St. Paul, Minnesota, 2022

Language: English

ISSN: 0519-0959

Abstract/Notes: A report by Countess Lubienska on the preparations and curriculum of the XX International Montessori Course, Nice, 1934. We have chosen this document to substitute for a missing original text on this theme by Montessori herself.

Language: English

ISSN: 1877-539X

Abstract/Notes: Dated around the mid 1930s, and edited by Greg J. MacDonald, this document quietly describes ‘social orientation’ in terms of the great sense of calling adolescents experience.

Language: English

ISSN: 1877-539X

Language: English

ISSN: 0013-1962

Language: English

Abstract/Notes: Despite the progress in technology since the time of Maria Montessori, the science curriculum has been pushed aside slowly as teachers' focus has shifted to literacy and mathematics. The Early Childhood classroom has grown complacent with miniature life cycle lessons and attractive puzzles; the time has come to return science to a critical position in the classroom with a comprehensive and well-planned curriculum. A comprehensive science curriculum must include lessons that allow children to explore the entire scientific process. Well-prepared, discrete lessons without varying outcomes can be a great introduction to the field. However, greater value can be achieved through presentation of mature, exploration-based experiments that encourage a wide range of results. Encouraging children to be part of the lesson-making process promotes creativity and problem-solving skills. Montessori teachers prepare a rich setting in which children can learn. Classrooms filled with beautiful materials and precise presentations form a system for learning that achieves amazing results. Developing a classroom environment that fosters analytical thinking requires that teachers broaden their approach to teaching. In a world that is threatened by complex environmental issues, they can no longer afford to neglect the science curriculum. Instead, they must bring core science lessons back to life with an emphasis on learning the scientific method, a process that can help them foster creativity and innovative approaches to problems. To achieve this, a teacher must embrace subjects she is familiar with, focus less on the outcome of the lesson, and focus more on the process of exploration.

Language: English

ISSN: 1054-0040

Language: English