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 conferences, with a priority given to presentations at non-Montessori conferences
The spring 2013 cycle of mini-grants is now open. Complete this proposal and submit it to AMS now through May 5, 2013, 11:59 PM (EDT).
Grants can range from $200 to $2,500, 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. A team of external proposal reviewers provide additional support. The chair of the Mini-Grants Subcommittee is Keith Whitescarver.
Upcoming Mini-Grants
A new cycle of mini-grants will be available in 2013. Watch this page for more information.
Mini-Grant Congratulations
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.