For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Motivated by Montessori: Middle school plan appeals to parents
Available from: Newspapers.com
Publication: Lansing State Journal (Lansing, Michigan)
Date: Mar 24, 2007
Pages: 1B, 4B
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
See More
Language: English
Article
Educational Intelligence; Middle Atlantic States; New York; New York City
Available from: HathiTrust
Publication: American Primary Teacher, vol. 31, no. 2
Date: Oct 1912
Pages: 78
See More
Language: English
Article
Identifying Priorities for Success in the Montessori Middle School
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 45
See More
Language: English
ISSN: 1054-0040
Article
The OEkos Middle Schools Program: Renaissance Montessori Center--Grand Rapids, Michigan
Publication: OEkosphere [Œkosphere], vol. 1, no. 4
Date: Jul/Aug 1995
Pages: 3
See More
Language: English
Article
A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context
Publication: NAMTA Journal, vol. 28, no. 3
Date: 2003
Pages: 12-52
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
News from the Northwest Montessori Middle School [Portland, OR]
Publication: Forza Vitale!, vol. 21, no. 3
Date: 2002
Pages: 7
See More
Language: English
Article
What Does 'Practical Life' Look Like in the Middle-School Years?
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 37–38
See More
Language: English
ISSN: 1054-0040
Article
On Middle School Children and Their Parents
Publication: M: The Magazine for Montessori Families
Date: Jan 2007
Pages: 32–34
See More
Language: English
Article
Montessori Middle School Curriculum, Experiences, and Challenges (Part II)
Publication: The National Montessori Reporter, vol. 26, no. 1
Date: 2002
Pages: 26–31
See More
Language: English
Doctoral Dissertation (Ed.D.)
Journaling for Equity: A Self-Reflective Process of Discovery for Middle School Teachers in Public Charter Montessori Schools
Available from: ProQuest - Dissertations and Theses
See More
Abstract/Notes: This dissertation presents the results of an exploratory descriptive case study of the Moses Journaling for Equity Experience, a self-reflective intervention for public charter Montessori middle school teachers. The intervention is designed to elicit a reflective process to slow teachers’ thinking so they can decenter Whiteness and elevate the cultures and voices of their students of color within their pedagogy. The intervention was developed in the winter and spring of 2020, drawing heavily on the author’s experience as an equity consultant as well as the rich literature on ways teachers can nurture a sense of belonging for students of color. The intervention was refined with feedback from experienced Montessori teachers, with a focus on ensuring pedagogical alignment and curricular expectations within the Montessori system. Because this study represents the first time the intervention was implemented, it is most properly viewed as a pilot study. Three middle school Montessori teachers were recruited to participate. They began the intervention in the fall of 2021. The intervention consisted of eight weeks of reading curated articles, reflection questions, the collection of evidence, and the journaling of the reflection questions. A final debrief via Zoom encouraged participants to assess the effectiveness of the intervention. As a pilot study, the goal was to gather information on the overall effectiveness of the intervention, intervention shortcomings and strengths. Data were collected weekly in the form of written responses to questions intended to provoke thought and deep reflection on the part of the teachers. At the end of the intervention, each teacher participated in a semi-structured interview to further explore the ideas shared in their individual weekly reflective writings. Critical Race Theory, White Supremacy Culture Characteristics, and the Concerns Based Adoption Model were all used to frame the analysis and to draw conclusions. Results suggest the intervention is effective at building teacher awareness of the cultural, academic, and social assets students of color bring to the classroom, which is the beginning point for teachers to decenter Whiteness in their classrooms to support student of color belonging.
Language: English
Published: Eugene, Oregon, 2022