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Article
When a Charter School Bends Too Far
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 18, no. 2
Date: Winter 2006
Pages: 22
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Language: English
ISSN: 1071-6246
Article
Charter: [David] Lerch Group to Start School in 2001 [Savannah, Georgia]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 18, no. 2
Date: Winter 2006
Pages: 23
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Language: English
ISSN: 1071-6246
Article
When Charters Fail: Two Cautionary Tales [North Palm Beach, Florida; Cleveland, Ohio]
Publication: Public School Montessorian, vol. 19, no. 2
Date: Winter 2007
Pages: 1, 14
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Language: English
ISSN: 1071-6246
Article
Field Notes [Tim Nee consulting; Hartford school honored; new charters; schools online; Michelle Monson fired from Whitby (CT); M: Magazine; Montessori-IB]
Publication: Public School Montessorian, vol. 20, no. 4
Date: Summer 2008
Pages: 8-9
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Language: English
ISSN: 1071-6246
Article
Field Notes; School Districts Pressuring Charters
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 22, no. 1
Date: Fall 2009
Pages: 11
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Language: English
ISSN: 1071-6246
Article
Social Justice Education in an Urban Charter Montessori School
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 2
Date: 2016
Pages: 1-14
African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, Public Montessori, Social justice education, United States of America
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Abstract/Notes: As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE) focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.
Language: English
ISSN: 2378-3923
Article
Homework Policy and Student Choice: Findings from a Montessori Charter School
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 3, no. 2
Date: 2017
Pages: 1-18
Americas, Homework, Montessori method of education - Evaluation, North America, Public Montessori, United States of America
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Abstract/Notes: The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.
Language: English
ISSN: 2378-3923
Article
Choice, Competition, and Cognition: How Arizona Charter School Leaders Interpret and Respond to Market Pressures
Available from: Taylor and Francis Online
Publication: Peabody Journal of Education, vol. 95, no. 4
Date: 2020
Pages: 1-18
Americas, North America, United States of America
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Abstract/Notes: A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access.
Language: English
DOI: 10.1080/0161956X.2020.1800174
ISSN: 0161-956X
Doctoral Dissertation (Ed.D.)
Examination of Montessori Training: Experiences of People of Color in Public and Charter Montessori Schools
Available from: ProQuest - Dissertations and Theses
Americas, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori training courses, Montessori training courses, North America, Teacher training, Teachers, United States of America
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Abstract/Notes: This research consisted of a qualitative phenomenological study of public and charter Montessori educators who are linked with Association Montessori Internationale (AMI) teacher training. This study aimed to explore the lived experiences of people of Color associated with AMI teacher training and public or charter schools. The problem statement to be addressed in this study is limited Montessori-trained teachers of color noted in Montessori research and limited representation of people of color in public and charter Montessori schools. Experiences of people of color associated with Montessori have not been shared to the extent of their White counterparts. The guiding theoretical framework of the study is the Montessori methodology. The lived experiences of 14 study participants identified the phenomenon of the study. The Montessori participants, educators of color shared their lived experiences from one of three perspectives: teaching as a fully trained Montessori guide, teaching while enrolled in Montessori teacher training, or working as a Montessori assistant under a trained guide while enrolled in Montessori training. Five major themes emerged from nine interview questions: (1) training experience, (2) work/course load, (3) social emotional wellness, (4) training deficits, and (5) financial implications. Implications that emerged from the study’s findings were connected to social emotional wellness, the intensity of AMI teacher training, and a need for supplemental knowledge of practices outside of Montessori.
Language: English
Published: Jonesboro, Arkansas, 2023
Article
Shuttered Classroom Finds New Life as Charter
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 22, no. 1
Date: Fall 2009
Pages: 18
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Language: English
ISSN: 1071-6246