Language: Japanese

ISSN: 0913-4220

Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.

Language: English

Published: Boca Raton, Florida, 2020

Abstract/Notes: When Maria Montessori developed her own method, the question of the reception and education of migrant children did not yet arise. Can a Montessori school today give an answer to questions that had not yet been formulated at the time of the Chiaravalle pedagogist? This volume discusses the theme and, starting from the analysis of the principles on which the first Children's Home was founded, bears witness to how the Montessori method can be applied profitably in multi-ethnic classes, from nursery to primary school, and in teaching practice of Italian as L2 for adults with even very distant linguistic backgrounds, including cases of illiteracy. In addition to recounting the concrete experiences of teachers who have worked in multicultural contexts (in Italy, but also in Africa), the author helps to understand the contours of the phenomenon by reporting updated data on the percentage of students of foreign origin in our schools, their origin, the prediction of success and school dropout. A valid contribution on a theoretical and operational level for teachers of method schools and traditional ones and for cultural mediators and operators

Language: Italian

Published: Trento, Italy: Erickson, 2020

ISBN: 978-88-590-2155-1

Abstract/Notes: Learning Outcome: Upon completion, participants will be able to describe the relationship between Montessori teachers’ cultural food competence, teacher-parent communication and classroom nutrition practices. || Objective: Assess relationships between Montessori teachers’ cultural food competence, teacher-parent nutrition communication, perceived nutrition beliefs and classroom nutrition practices || Design: Pre-test data was obtained from participants enrolled in The T.E.A.C.H. Study, a nutrition program for Montessori teachers, using validated questionnaires to assess nutrition knowledge (NK), nutrition teaching self-efficacy (NTSE),teaching practices, teacher-parent communication (TPC), classroom food practices, & cultural food competence (CFC). ||Participants: Teachers (n=98) were recruited from Montessori schools across the US. Subjects were predominantly female (98%), White (84.7%), non-Hispanic (57.1%). || Statistical Analysis: Descriptives and correlations conducted using SPSS v.26 || Results: CFC was positively associated with TPC (r=.396, p<.001), NTSE (r=.233, p=.021), & providing nutrition education (r=.292, p=.004). However,few teachers "strongly agreed" that they provide nutrition education in their classrooms (14.3%), while the majority had low CFC (67.4%) and reported low amounts of TPC (77.8%). Furthermore, teachers had low NK (average score: 65%)which was positively correlated with NTSE (r=.478, p<.001) and low-fat/sugar food intake (r=.295, p=.003). NK was inversely associated with TPC (r=.270, p=.007), sugary drinks intake (r=-.249, p=.014), using food rewards (r=-.507, p<.001) & permitting unhealthy foods (r=-.356, p<.001). || Conclusion: Montessori teachers’ cultural food competence may impact teacher-parent communication and classroom practices. Teachers with higher cultural competence were more likely to discuss nutrition with parents and provide nutrition education; however, paradoxically nutrition knowledge was inversely associated with teacher-parent communication. With ethnic diversity increasing in schools, cultural nutrition programs would be beneficial to improve teachers’ classroom nutrition practices and parent communication.

Language: English

DOI: 10.1016/j.jand.2023.06.066

ISSN: 2212-2672

Language: English

Abstract/Notes: This literature review provides a broad examination of the importance of culturally sustaining practices in public Montessori schools. For the purpose of this paper, culturally sustaining practices refers to any pedagogical practice or framework that prioritizes the racial and social identities of children of color, and/or the work that educators must do to strengthen these culturally sustaining practices. Culturally sustaining practices include but are not limited to Culturally Sustaining Pedagogy, which Paris (2012) adapted from Ladson-Billings' (1995) Culturally Responsive Pedagogy. Specifically examining the experiences that children of color experience in public Montessori education in the U.S., the author proposes that culturally sustaining practices combined with the Montessori method will lead to more humanizing and uplifting school experiences for Montessori families and educators. The research questions guiding the review are: (1) How does public Montessori education intersect with racial justice, social justice, and CSP, specifically as it serves children of color? (2) What is the internal work required of adults who want to employ CSP in their practice with children? The themes that arose from the literature were: the racial and economic challenges facing public Montessori in the U.S.; the varied experiences of Montessori students of color; the need for more social justice and culturally sustaining practices; and the aspects of culturally sustaining practices already existing in Montessori. The paper ends with recommendations for schools and Montessori teacher preparation.

Language: English

ISSN: 1916-8128

Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.

Language: English

DOI: 10.1080/09669760500446374

ISSN: 0966-9760

Language: English

ISSN: 1071-6246

Abstract/Notes: Reprint of a previously published article.

Language: English

ISSN: 0013-1482

Language: English