Abstract/Notes: The purpose of this study was to describe the variables that contributed to the establishment of a charter school in an urban Arizona district and rural California district noting the similarities and dissimilarities, and to disclose the factors used to justify the implementation of the Montessori theory of education. Another purpose of the study was to describe the guidelines for maintaining a charter school, and the evaluation methods and factors used in the school's unique experience with staffing and funding. This research was descriptive and employed a case study approach. Descriptive research methodology was used to identify the same factors found in the Arizona study replicated by the researcher. Nonprobability, purposive sampling technique was the sampling used in the study. The instrument used for the study was interviews. Findings. The NFL/YET Academy in Arizona and Discovery Charter School in California experienced many similarities when the same variables were applied to both schools. As a result, the stakeholders of both schools used the principles of the organizational theory of empowerment to implement choices in curriculum. This process allowed the stakeholders an opportunity to meet the educational needs of students in the community. The following conclusions were made: (1) community empowerment plays a vital role in educating children; (2) the charter school movement allows parents, teachers, administrators, and community leaders to be involved in the creation of school governance and curriculum; and (3) charter schools allow all stakeholders to become involved in the decision-making process. The following are recommendations for further study: (1) This study should be conducted using a greater number of charter schools, and (2) This study should be conducted using administrator's leadership style in the organizational theory area of structure/roles.

Language: English

Published: La Verne, California, 2003

Language: English

Language: English

Language: Dutch

Abstract/Notes: Recently, new comparative studies of the levels and causes of ethnic and socio-economic segregation across various European cities reveal that the physical separation of people belonging to different social groups is on the rise (Tammaru et al. , 2016) . While studies of the effect of the spatial environment, notably the neighbourhood, reveal that where one lives only modestly affects life chances such as work, income and health directly (Musterd et al. , 2003; Andersson et al. , 2007; Van Ham et al. , 2012) , other studies suggest that indirectly, via spatial sorting (Sampson, 2012) and access to specific amenities, the residential neighbourhood has effects (negative but also positive) on life chances. One of the key mechanisms through which place of residence may affect life chances is through schools. While the body of literature on school effects is vast and a plethora of effects have been...

Language: English

Published: London, England: Bloomsbury Academic, 2018

ISBN: 978-1-350-03351-1 978-1-350-03354-2 978-1-350-03352-8

Language: English

Published: [S.I.]: Poverty & Race Research Action Council, 2018

Abstract/Notes: Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn. The Montessori teaching method has been in existence since the early 1900s when Dr. Montessori made her discovery of the student learning process. Dr. Montessori connected to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child. The study investigated the impact of Montessori Method on the academic achievement of 3rd, 4th, and 5th grade students. The State of Texas Assessments of Academic Readiness (STAAR) was used to measure academic achievement in reading and mathematics. An ex post facto, causal-comparative design was employed. The characteristic-present samples consisted of 47 3rd, 40 4th, and 44 5th graders. There were 71 3rd, 60 4th, and 49 5th graders in the comparison samples. Due to non-probability nature of the sampling technique, external validity was limited to study participants. Due to non-experimental nature of the study, no causal inferences were drawn. A series of Multivariate Analysis of Variance (MANOVA) showed that there were no statistically significant differences between the students who received the Montessori Method of instruction and those who did not on the basis of the outcome measures of academic achievement in reading and mathematics. The mean difference effect sizes, which were used to examine the practical significance of the findings, ranged from negligible to small. Although the results of the study did not support the hypothesis, it must be pointed out that the Montessori Method of teaching facilitates self-paced learning that promotes a child's independence and encourages decision-making which are instrumental in becoming successful learners. Additionally, Montessori advocates experiences that are "real-world" and allow children to build intrinsic motivational opportunities; therefore, creating independent thinkers that will be competitive problem-solvers in the global economy of the 21st century. The limited studies on the Montessori Method of teaching offer opportunities for further investigation at all grade levels. For example, it is recommended to conduct a study to compare students who receive Montessori education during the early years of their academic life with those who receive Montessori education from pre-k to high school graduation. Because the Montessori name does not have a trademark, there are opportunities for investigating Montessori teacher preparation and comparing the preparation of the teachers to the standardized assessment results. There are also opportunities for investigating the method and curriculum used at schools that carry the name Montessori for comparison purposes amongst Montessori schools as well as in comparison to the results of the standardized assessments at these schools.

Language: English

Published: Corpus Christi, Texas, 2013

Language: English

Published: Poughkeepsie, New York, 1940

Language: Dutch

Language: English