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Doctoral Dissertation (Ed.D.)
Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-Served Black Children
Available from: DePaul University - Digital Commons
African American children, Americas, Culturally responsive teaching, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, Social justice, United States of America
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Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice
Language: English
Published: Chicago, Illinois, 2022
Book Section
Montessori Education: Ecoliteracy, Sustainability, and Peace Education
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 545-552
Ecology, Experiential learning, Montessori method of education - Criticism, interpretation, etc., Sustainability
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Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Report
Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education
Available from: ERIC
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Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)
Language: English
Published: Palo Alto, California, 1970
Presentation
'Cosmic education', the Cornerstone of Montessori education
Conferences, Cosmic education, Eva-Maria Tebano Ahlquist - Speeches, addresses, etc.
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Language: English
Article
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 1-18
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Language: English
ISSN: 2378-3923
Book Section
Montessori Lectures on Special Education: Summary of Lectures by Maria Montessori on Special Education to Teachers Attending the State Orthophrenic School in 1900
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori and the Special Child
Pages: 201-224
Children with disabilities, Europe, Inclusive education, Italy, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Reginald Calvert Orem - Writings, Southern Europe, Special education
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Language: English
Published: New York: Capricorn, 1970
Article
Social Justice and Montessori Teacher Education: Notes from the IMC Teacher Education Committee
Available from: ISSUU
Publication: Montessori Leadership, vol. 22, no. 4
Date: 2020
Pages: 28-29
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Language: English
Book
Studien zur Montessori-Pädagogik II: Maria Montessoris Neue Pädogogik: Prinzip Freiheit - Freie Arbeit [Studies on Montessori Education II: Maria Montessori's New Education: Principle of Freedom]
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Language: German
Published: Freiburg, Germany: Herder, 1987
Article
Why Montessori Education Needs Health Education
Publication: Montessori Leadership
Date: 2004
Pages: 24–25
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Language: English
Book Section
Kosmische Erziehung zur "Bildung für nachhaltige Entwicklung" - Vordereitung auf das Leben im Klimawandel [Cosmic education for "Education for Sustainable Development": preparation for life in the face of climate change]
Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]
Pages: 253-288
Cosmic education, Sustainability
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Language: German
Published: Berlin, Germany: LIT Verlag, 2009
ISBN: 978-3-8258-1650-6
Series: Impulse der Reformpädagogik , 24