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984 results

Article

The Mentoring Strategy: Public Montessori Educators Must Work Together to Meet Demands of Test-Driven System

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 17, no. 3

Pages: 22

Public Montessori

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Language: English

ISSN: 1071-6246

Article

NCLB Watch: Public Montessori Schools Face Mounting Pressures

Publication: Public School Montessorian, vol. 18, no. 1

Pages: 1

Public Montessori

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Abstract/Notes: Introduction to special section on No Child Left Behind (NCLB)

Language: English

ISSN: 1071-6246

Article

Networking: Public Montessorians Share in Waco, Texas

Publication: Public School Montessorian, vol. 19, no. 2

Pages: 23

Public Montessori

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Language: English

ISSN: 1071-6246

Article

'Superior Outcomes' for Public Montessori: Lillard Study in Science Magazine Draws International Attention

Publication: Public School Montessorian, vol. 19, no. 2

Pages: 20

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Racial and Economic Diversity in U.S. Public Montessori Schools

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 2, no. 2

Pages: 15-34

African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.

Language: English

DOI: 10.17161/jomr.v2i2.5848

ISSN: 2378-3923

Article

Saved! How Parents and Their Principal Kept a Public Montessori Program in Place in Pittsburgh [Homewood Montessori]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 12, no. 3

Pages: 1, 28-29

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Students of Color and Public Montessori Schools: A Review of the Literature

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 3, no. 1

Pages: 1-15

African American community, African Americans, Americas, Literature reviews, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.

Language: English

DOI: 10.17161/jomr.v3i1.5859

ISSN: 2378-3923

Article

✓ Peer Reviewed

High School Outcomes for Students in a Public Montessori Program

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 22, no. 2

Pages: 205-217

Americas, North America, Public Montessori, United States of America

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Abstract/Notes: The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.

Language: English

DOI: 10.1080/02568540709594622

ISSN: 0256-8543, 2150-2641

Article

✓ Peer Reviewed

Standardized Test Proficiency in Public Montessori Schools

Available from: Taylor and Francis Online

Publication: Journal of School Choice, vol. 16, no. 1

Pages: 105-135

Academic achievement, Americas, Montessori method of education, Montessori schools, North America, Public Montessori, Standardized tests, United States of America

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Abstract/Notes: Although Montessori is the most common unconventional education model, no multi-state study has compared standardized test proficiency of Montessori schools with districts. Here we report on this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more proficient in ELA. In 8th grade they were also more proficient on ELA and showed a trend to greater proficiency in math. Black, Hispanic, and economically disadvantaged students at Montessori schools were more proficient on ELA tests, and performed better or similarly on math tests, at both grade levels. Achievement gaps were generally smaller. Difference in percent proficient in 8th grade controlling for 3rd grade was consistently greater at Montessori schools than in districts. Potential reasons for the different performance of Montessori schools are discussed.

Language: English

DOI: 10.1080/15582159.2021.1958058

ISSN: 1558-2159, 1558-2167

Article

✓ Peer Reviewed

Culturally Sustaining Practices in Public Montessori Schools: A Landscape of the Literature

Available from: Nipissing University (Canada)

Publication: Journal of Unschooling and Alternative Learning, vol. 16, no. 31

Pages: 20 p.

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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

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