Public Montessori Elementary Schools: A Delicate Balance. Murray, A. & Peyton, V. Montessori Life: A Publication of the American Montessori Society, 20(4):26–30, 2008. Publisher: American Montessori Society, 281 Park Avenue South, New York, NY 10010-6102![Public Montessori Elementary Schools: A Delicate Balance [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex Public Montessori elementary schools have two challenges: They strive to achieve a child-centered Montessori environment and must also address the demands of state and federal requirements developed for more traditional educational settings. This study analyzes how schools were operating on both fronts. On the one hand, the study measured the degree to which schools reported they were living up to the ideals of establishing truly Montessori environments within public schools (based on characteristics identified by the American Montessori Society as essential for the success of Montessori schools in the public sector). On the other hand, the study also gauged public Montessori elementary school leaders' perceptions of the greatest challenges facing their schools. This study incorporates public Montessori elementary school leaders' descriptions of their schools on several dimensions. First, participants provided basic school characteristics, such as admission criteria, enrollment information, and enrollment trends. They followed with Montessori practices and attitudes, outlining teacher background and classroom structure. Next, testing practices and attitudes toward standardized testing were described. Finally, they enumerated the greatest challenges facing their schools. (Contains 5 tables and 3 figures.)
@article{murray_public_2008-1,
title = {Public {Montessori} {Elementary} {Schools}: {A} {Delicate} {Balance}},
volume = {20},
issn = {1054-0040, 1054-0040},
url = {https://search.proquest.com/docview/61954665?accountid=14512},
abstract = {Public Montessori elementary schools have two challenges: They strive to achieve a child-centered Montessori environment and must also address the demands of state and federal requirements developed for more traditional educational settings. This study analyzes how schools were operating on both fronts. On the one hand, the study measured the degree to which schools reported they were living up to the ideals of establishing truly Montessori environments within public schools (based on characteristics identified by the American Montessori Society as essential for the success of Montessori schools in the public sector). On the other hand, the study also gauged public Montessori elementary school leaders' perceptions of the greatest challenges facing their schools. This study incorporates public Montessori elementary school leaders' descriptions of their schools on several dimensions. First, participants provided basic school characteristics, such as admission criteria, enrollment information, and enrollment trends. They followed with Montessori practices and attitudes, outlining teacher background and classroom structure. Next, testing practices and attitudes toward standardized testing were described. Finally, they enumerated the greatest challenges facing their schools. (Contains 5 tables and 3 figures.)},
language = {English},
number = {4},
journal = {Montessori Life: A Publication of the American Montessori Society},
author = {Murray, Angela and Peyton, Vicki},
year = {2008},
note = {Publisher: American Montessori Society, 281 Park Avenue South, New York, NY 10010-6102},
keywords = {Montessori Method, Elementary Education, Teaching Methods, Educational Environment, Standardized Tests, Public Schools, Montessori Schools, Student Evaluation, Evaluation Methods, Institutional Characteristics, Academic Achievement, Administrator Attitudes, Teacher Background, Admission Criteria, Teacher Certification, Elementary Schools, ERIC, Current Index to Journals in Education (CIJE), Enrollment Trends},
pages = {26--30}
}
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