AMS Research Mini-Grants

The AMS Research Mini-Grants Program was created to encourage research with the potential to bring fresh insight to the practice, theory, effectiveness, and/or history of Montessori education.

There are 2 categories of mini-grants:

  • To fund research studies related to Montessori education
  • To provide support for the presentation of Montessori research at non-Montessori conferences

Grants can range from $200 to $3,500, contingent on available AMS research funds and the scope of proposals received.

Applicants must be current members of AMS who either have or are pursuing a postgraduate degree. If the application is from 2 or more researchers, at least 1 member of the team must be an AMS member. AMS employees and Board directors are ineligible for the award.
The Research Mini-Grants Program is administered by the AMS Research Committee, whose Mini-Grants Subcommittee is authorized to review proposals and recommend grant recipients.

Upcoming Mini-Grants

Watch for details about the spring 2018 call for proposals.

Mini-Grant Congratulations

Spring 2017

Olivia Christensen, Doctoral Candidate, University of Minnesota $1,987
"Montessori Teachers Engaging in Anti-bias and Anti-racist Teacher Self-Reflection"

Tracey Sulak, PhD, Baylor University $3,952
"Executive Function Development Through Sensorial and Practical Life Work"

Jessica Taggart, Doctoral Candidate $1,775 (shared with Angeline Lillard)
Angeline Lillard, University of Virginia
“Children's Preference for and Engagement in Pretend and Real Activities in the Montessori Classroom”

Spring 2016

Tracey Sulak, PhD, Baylor University $1,970
"Development of Executive Function Within a Montessori Early Childhood Environment"

Erin Trondson, University of Wisconsin Madison $2,705
“Understanding the potential and overlap of Montessori and Social Justice/Equity/Diversity work in Education”

Jill Walls, PhD, Ball State University $1,000
“Understanding the Home Environments of Montessori Children to Inform Montessori-Based Parent Education”

Fall 2015

Dena AuCoin, Northcentral University $1,610
“Assessing Collaboration: How Teachers in Montessori Public Schools Incorporate Collaborative Constructs for Students in Inclusion” 

Jill Stansbury,  Morgan Henry Bilingual Kindergarten, Shanghai, China $2,500
“Opening the Doors: Early Adapters in the Explosion of Constructivist Education in China”

Spring 2015

Marcey A. Kinney, PhD, Bethune-Cookman University $2,640
“Montessori Methods as a Mathematics Intervention for Middle School Students”

Kelley Brown, St. Mary’s College of California $344
“Organizational Skills Training to Improve Executive Functioning Skills in Montessori Upper Elementary Students”

Fall 2014

Jennifer E. Williams, Nova Southeastern University $2,000
“Preparation of Pre-service Montessori Teachers in Use of Multimodal Literacies in Instruction.”

Sierra Eisen, University of Virginia $3440
“A Comparison of Learning from Montessori Materials versus Montessori Apps” 

Spring 2014

Katie Brown Golfus, University of North Carolina-Charlotte, $1,000
“Montessori: An Early Childhood Education Model for Urban Schools”

Fall 2013

Sherry L. Schweighardt, Temple University; and Kiran Paek, Lawrence Montessori School, $1,750 
“Natural Play, Healthy Play: Environmental Determinants of Young Children's Outdoor Physical Activity”

Elida V. Laski, Boston College; and Marina Vasilyeva, Boston College, , $1,750
“Longitudinal Comparison Montessori Versus Non-Montessori Children’s Mathematics Problem-Solving”

Spring 2013

Mira Debs, Yale University, $2,900
"Raising Change? Parents, Urban Montessori Schools, and Civic Participation"

Spring 2012

Wonwoo Byun, University of South Carolina, $2,080
“Comparison of Objectively Measured Sedentary Behavior between Children Attending Montessori Preschool and Traditional Preschool”

Natalie Danner, University of Illinois at Urbana-Champaign, $499
“Montessori and non-Montessori Early Childhood Teachers’ Attitudes towards Inclusion”

Maureen Harris, University of Windsor, $2,000
“Respectful Indigenous Inquiry within a Montessori Context”

Summer 2011

Robyn Long, Simon Fraser Univeristy, $500
AMS's first mini-grant went to Robyn  Fraser, for her study to determine if Montessori private school teachers have higher levels of instructional efficacy than teachers who work in private schools that follow traditional educational approaches.

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