Montessori Middle School and the Transition to High School: Student Narratives

Autor/in	Lapon, Elizabeth
Titel	Montessori Middle School and the Transition to High School: Student Narratives
Quelle	In: Journal of Montessori Research, 6 (2020) 2, S.26-38 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Method; Middle School Students; High School Students; Student Adjustment; Personal Narratives; Student Experience; Public Schools; Social Emotional Learning; Academic Achievement; Educational Attitudes; Teacher Student Relationship; Peer Relationship; Student Characteristics + Suchen Sie Ihr Suchwort? Montessori pedagogics; Montessori-Pädagogik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Adjustment; Adaptation; Erlebniserzählung; Studienerfahrung; Public school; Öffentliche Schule; Schulleistung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen
Abstract	This narrative study investigated through storytelling the experiences of five students who attended a Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude necessary for students to successfully transition to high school. This study suggests that Montessori middle school practices may foster the intellectual and emotional growth of students so that they can successfully transition to high school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade. (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