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Article
Grassroots Montessori: Cincinnati's Groundswell to Create One of the Country's Few Public Neighborhood Montessori Schools
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 3
Date: Fall 2010
Pages: 4-7A,8A,9A,10A
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Abstract/Notes: In 2002, Cincinnati Public Schools (CPS) adopted a policy committing itself to develop all schools in the district as community learning centers. In Pleasant Ridge, one of Cincinnati's most racially and socio-economically diverse neighborhoods, the community set itself to the task of rebuilding what had been a failing school that reflected little of the neighborhood's diversity. After-school programming to provide extracurricular opportunities emerged as a top priority, as did health and wellness services. Another priority was the development of the Pleasant Ridge school facility as an environmentally sound and sustainable "green" building. Yet, despite the promise of an environmentally cutting-edge school and partnerships ranging from the YMCA to various health providers, all of this was not sufficient to attract new families to the school. And so, just as the environmental enthusiasts were leading a grassroots effort to dramatically change the plans for the physical facility, a group of young parents became involved in challenging the academic program. This group, mostly parents of infants and toddlers, asked themselves, "What would it take for us to send our children to this new school?" Their collective answer was a conversion to a Montessori program.
Language: English
ISSN: 1054-0040
Article
Upcoming Requirements for AMS Secondary Teachers and Heads of Schools
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 4
Date: Winter 2017
Pages: 20
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Abstract/Notes: Lead teachers in Secondary-level classes in AMS-accredited and full-member schools who are teaching math, English, history, humanities, or sciences will be required to have the appropriate Montessori credential (i.e., Secondary I or I-II).[...]the head of school must either: * Hold a Montessori credential and score a requisite number of points for professional development and related work experience, as detailed on the Head of School Requirements Verification Form.
Language: English
ISSN: 1054-0040
Article
Charter Schools: Our Challenge, Our Opportunity
Publication: Montessori Life, vol. 14, no. 3
Date: 2002
Pages: 43
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Language: English
ISSN: 1054-0040
Article
Inspiring a Culture of Creativity: One School's Journey
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 28-31
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Language: English
ISSN: 1054-0040
Article
Montessori Secondary Schools: Preparing Today's Adolescents for the Challenges of Tomorrow
Available from: ProQuest
Publication: Montessori Life, vol. 19, no. 4
Date: 2007
Pages: 26–32
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Language: English
ISSN: 1054-0040
Article
Public Montessori Elementary Schools: A Delicate Balance
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 4
Date: 2008
Pages: 26-30
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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
Article
An Open Letter to Heads of Schools [as new member of AMS Board]
Publication: Montessori Life, vol. 12, no. 2
Date: 2000
Pages: 10
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Language: English
ISSN: 1054-0040
Article
Financial Needs in Montessori Schools
Publication: Montessori Life, vol. 14, no. 2
Date: 2002
Pages: 14
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Language: English
ISSN: 1054-0040
Article
An Excerpt from Diverse Families, Desirable Schools: Public Montessori in the Era of School Choice
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 2
Date: Summer 2019
Pages: 55
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Abstract/Notes: In a Boston Globe Sunday Magazine feature, the school was described as a "a scrubbed oasis," in a neighborhood of vacant lots and empty buildings, overseen by Gadpaille, "an angel priestess in red oxfords and a blue smock." Though she started her teaching career at private, predominantly White Montessori schools, including Rambusch's Whitby School, and as the founding director of Lexington Montessori School, Gadpaille's Montessori Family Center was designed for Roxbury's working-class Black families, offering full-day year-round childcare with half of the children attending tuition free through Head Start funding. Gadpaille envisioned a community of 150 Black-owned homes centered around a Montessori school serving ages birth to 18, and she recruited famed architect R. Buckminster Fuller, noted for his space-age geodesic domes, who skipped part of his Harvard reunion to volunteer the design.
Language: English
ISSN: 1054-0040
Article
Unpacking "Diversity" in Our Lives and Schools: An Interview with Dr. Derrick Gay
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 1
Date: Spring 2019
Pages: 42-47
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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