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Article
Immersion and Identity: Experiences of an African American Preschool Child
Available from: International Journal of Multicultural Education
Publication: International Journal of Multicultural Education, vol. 12, no. 2
Date: 2010
African American community, African Americans, Americas, Bilingualism, North America, United States of America
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Abstract/Notes: This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.
Language: English
ISSN: 1934-5267
Article
The Montessori System and Our American Schools for the Deaf
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 76, no. 7
Date: Aug 22 1912
Pages: 176
Americas, Children with disabilities, Deaf, Deaf children - Education, Deaf students, Deafness in children, Inclusive education, Montessori method of education, North America, United States of America
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Language: English
ISSN: 0022-0574, 2515-5741
Article
A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools
Available from: JSTOR
Publication: Journal of Negro Education, vol. 86, no. 4
Date: 2017
Pages: 439-448
Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America
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Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.
Language: English
DOI: 10.7709/jnegroeducation.86.4.0439
ISSN: 0022-2984, 2167-6437
Master's Thesis (Action Research Report)
You Don't Need to Speak to be Heard: The Effects of Using American Sign Language with Hearing Lower Elementary Montessori Children
Available from: St. Catherine University
Action research, American Sign Language (ASL), Language acquisition, Lower elementary, Montessori method of education
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Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Code of Ethics of the American Montessori Society
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 1
Date: Winter 2005
Pages: 54
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Language: English
ISSN: 1054-0040
Doctoral Dissertation
The Montessori Elementary Curriculum Content and the Corresponding American Curriculum: A Cross-Cultural Study
Available from: ProQuest - Dissertations and Theses
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Language: English
Published: Washington, D.C., 1958
Article
Marva Collins and American Public Education
Publication: The American Spectator, vol. 16, no. 4
Date: Apr 1983
Pages: 8-13
Americas, Maria Montessori - Biographic sources, Marva Collins - Biographic sources, North America, United States of America
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Language: English
ISSN: 0148-8414
Book Section
The Montessori Movement and American Culture: A Study of Reciprocal Influence
Book Title: Building the Foundations for Creative Learning
Pages: 77-80
American Montessori Society (AMS), New York
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Language: English
Published: New York: American Montessori Society, 1964
Book Section
Montessori for American Children
Book Title: Building the Foundations for Creative Learning
Pages: 1-9
American Montessori Society (AMS), New York
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Language: English
Published: New York: American Montessori Society, 1964
Book
Montessori's Flawed Diffusion Model: An American Montessori Diffusion Philosophy
Nancy McCormick Rambusch - Writings
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Language: English
Published: Princeton, New Jersey: Princeton Center for Teacher Education, 1992