This action research study showed that students were inclined to follow up with work they had the most say in preparing, and by the end of the study reported greater confidence in choosing productive work and accessing tools to help them work independently.

This phenomenological case study provides insight into the experience of a Montessori teacher in a leadership role revealing multiple social identities that contributed to her desire and ability to be what she felt was an authentic Montessori educator. By Olivia Christensen

This study suggests that the Montessori community can build on high awareness of the Montessori name but should work to educate the public regarding several aspects of Montessori education, particularly avoiding extrinsic rewards and practices to enhance concentration skills.

What does the public think of Montessori education? This research sought to understand perceptions of Montesori education held by the general public, including attitudes and demographic characteristics that are associated with those perceptions. By Angela K. Murray

Can increasing knowledge of Montessori philosophy, practice, and outcomes increase support for a Montessori program among public school district administrators when they lead Montessori programs without any Montessori training? By Katy Wright

Have you ever wondered what population of students public Montessori programs serve? This study examines the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013. By Mira Catherine Debs

Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers, so this study examines how these rates differ in public Montessori schools. By Katie E. Brown, Aimy S.L. Steele

Workshop: “Reading & Math Achievement for Third Grade African American Students in Public Montessori Schools” - Presenter: Katie E. Brown - https://youtu.be/7j8g9HQ3tjk

You don’t have to have a PhD to be a discerning consumer of research! This article will help you to be a more critical reader of research related to Montessori education and give you the tools to implement the findings in your own work. By Angela Murray, Janet Bagby, and Tracey Sulak

Learn how Lower Elementary Montessori teachers know what their students know using formative and summative assessment. By Diana Smith Butler

This dissertation proposes tools for screening, progress monitoring, diagnosis, and program evaluation, including assessments from preschool through the upper elementary years, as well as professional opportunities for teachers to develop their skills in using and interpreting reading assessments. By Linda Stewart Zankowksy

Teachers began this project unsure about how to implement the kind of science curriculum they wanted, and their students did not see the value of “Western Science.” By Nanette Schonleber, Ivy K Kelling