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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

Article

✓ Peer Reviewed

Predominantly Black Institutions and Public Montessori Schools: Reclaiming the “Genius” in African American Children

Available from: De Gruyter

Publication: Multicultural Learning and Teaching, vol. 13, no. 1

Pages: Article 20170007

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Abstract/Notes: There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school districts looking to improve their educational outcomes. Predominantly Black Institutions (PBIs) can play a pivotal role by integrating Montessori education within their teacher preparation programs. As the demand for Montessori education increases there will be a need for more highly-qualified, culturally and linguistically diverse teachers who have the appropriate credentials and can implement the Montessori approach. Scientific research confirms that children who attend Montessori schools are advantaged academically, socially and emotionally. Communities such as Milwaukee and Chicago are now implementing Montessori education through public schools as part of school reform efforts making the educational approach more accessible to African American children.

Language: English

DOI: 10.1515/mlt-2017-0007

ISSN: 2161-2412

Article

Evidence-based Reading and Public Montessori

Publication: Montessori Public, vol. 7, no. 1

Pages: 12-13

Montessori method of education - Criticism, interpretation, etc., Public Montessori, Reading

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Language: English

Article

Creating Demand for Public Montessori

Available from: Montessori Public

Publication: Montessori Public, vol. 7, no. 2

Pages: 1, 14-15

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Language: English

Doctoral Dissertation (Ed.D.)

Public Montessori Early Childhood Educators’ Perceptions of Psychological Needs Fulfillment

Available from: ProQuest - Dissertations and Theses

Early childhood care and education, Montessori method of education, Public Montessori

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Abstract/Notes: As attrition rates of teachers remain a concern and the establishment of Montessori public schools increases in the United States, studying the needs satisfaction of Montessori public school teachers is a way to address issues of retainment. This qualitative methods study used the Self-Determination Theory framework to guide an analysis of factors that impact the levels of autonomy, relatedness, and competence within a public Montessori school teacher’s work environment. This study gave public Montessori teachers an opportunity to share their stories and provide context to the issue of work satisfaction and dissatisfaction. Findings indicated that there are several factors and experiences that impact a public Montessori school teacher’s experience with autonomy, relatedness, and competence in their daily work. Additional findings are that these factors impact Montessori teachers on different levels: personal, school, and external. In analyzing these factors and level of impact, administrators and school districts can make sure that the work environments of public Montessori teachers are conducive.

Language: English

Published: Lawrence, Kansas, 2023

Article

Public Montessori Schools, If Good, May Not Need National Support

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

Publication: Public School Montessorian, vol. 11, no. 3

Pages: 12

Public Montessori

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Language: English

ISSN: 1071-6246

Article

A Brief History of Public Montessori

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

Publication: Public School Montessorian, vol. 11, no. 1

Pages: 12-13

Public Montessori

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Abstract/Notes: Excerpt from AMS's Montessori School Management Guide

Language: English

ISSN: 1071-6246

Article

Metropolitan Papers Turn Attention to Public Montessori

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

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

Pages: 22

Public Montessori

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Language: English

ISSN: 1071-6246

Article

InSite: OEkos to Publish Newsletter for Public Montessori Programs

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

Publication: Public School Montessorian, vol. 6, no. 4

Pages: 18

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Target to Sponsor 1st Public Montessori Corporate Classroom [Minneapolis, Minnesota]

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

Publication: Public School Montessorian, vol. 2, no. 3

Pages: 22

Public Montessori

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Language: English

ISSN: 1071-6246

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