Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms

Autor/inn/en	Burbank, Mary D.; Goldsmith, Melissa M.; Spikner, Jennifer; Park, Koeun
Titel	Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Quelle	In: Journal of Montessori Research, 6 (2020) 1, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Method; Educational Experience; Teacher Attitudes; Educational Philosophy; Neighborhood Schools; Social Justice; Cultural Differences; Teaching Methods; Instructional Materials; Stakeholders; Educational Opportunities; Disadvantaged Schools; Educational Legislation; Elementary Secondary Education; Federal Legislation; Case Studies; Elementary School Students; School Districts; Student Diversity; Educational Change + Suchen Sie Ihr Suchwort? Montessori pedagogics; Montessori-Pädagogik; Bildungserfahrung; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Soziale Gerechtigkeit; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsangebot; Bildungschance; Bildungsrecht; Schulgesetz; Bundesrecht; Case study; Fallstudie; Case Study; School district; Schulbezirk; Bildungsreform
Abstract	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. (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01