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Murray, Angela K.; Daoust, Carolyn J.; Chen, Jie – Journal of Montessori Research, 2019
Researchers who study any intervention must rule out potential alternative explanations for their results by establishing that the program being investigated is implemented with fidelity. Various instructional practices are attributed to the Montessori Method because the term is not legally protected, meaning any school can say it is Montessori…
Descriptors: Montessori Method, Measures (Individuals), Early Childhood Teachers, Elementary School Teachers
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Saylor, Laura L.; McKenzine, Ginger Kelley; Sacco, Cathy Cebuslski – Journal of Montessori Research, 2018
A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered…
Descriptors: Mentors, Montessori Method, Faculty Development, Clinical Supervision (of Teachers)
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Jones, Sara J. – Journal of Montessori Research, 2017
As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers' attitudes toward technology and technology integration in a public school setting.…
Descriptors: Educational Technology, Technology Uses in Education, Teacher Attitudes, Montessori Method
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Brown, Katie E.; Steele, Aimy S. L. – Journal of Montessori Research, 2015
Research from the past 40 years indicates that Black students in primary and secondary school settings are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children's Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has…
Descriptors: Montessori Schools, Racial Differences, Discipline Problems, Disproportionate Representation
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Block, Corrie Rebecca – Journal of Montessori Research, 2015
A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school's high-stakes assessment scores in terms of Montessori's unique educational approach. This case study…
Descriptors: Montessori Schools, Accountability, High Stakes Tests, Standardized Tests