Self-Paced Individualized Learning
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Self-Paced Individualized Learning

Discover how a public Montessori Middle School in the upper Midwest transformed math learning for advanced algebra students. By Christine Highland

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Social Justice Education in an Urban Charter Montessori School (Journal of Montessori Research, Vol. 2, No. 2, 2016)
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Social Justice Education in an Urban Charter Montessori School (Journal of Montessori Research, Vol. 2, No. 2, 2016)

Check out a study that examined the extent to which Social Justice Education (SJE) principles were incorporated across the school community of a diverse Montessori charter school using an inductive, qualitative, case-study approach. By Kira Banks

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Social Mobility and Transferable Skills in public Conventional and Montessori schools - 2019 Conference
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Social Mobility and Transferable Skills in public Conventional and Montessori schools - 2019 Conference

Do alternative educational approaches such as the Montessori program provide greater opportunities for practicing transferable skills? By Iwona B. Franczak

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Special Education and Montessori Math
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Special Education and Montessori Math

Based on Maria Montessori's pioneering work in the education of children with special needs, Montessori education reflects current best practice for students with special needs in mathematics based on 5 major components of effective differentiated instruction. By Victoria Selden Zascavage, Ginger Kelley McKenzie, Angela K. Murray

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Students of Color and Public Montessori Schools: A Review of the Literature (Journal of Montessori Research, Vol. 3, No. 1, 2017)
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Students of Color and Public Montessori Schools: A Review of the Literature (Journal of Montessori Research, Vol. 3, No. 1, 2017)

In a summary of relevant literature authors conclude that Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. By Mira Debs, Katie E. Brown

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Supporting Dual Language Learners, Exploring Large Group and Shared Reading Experiences
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Supporting Dual Language Learners, Exploring Large Group and Shared Reading Experiences

What can be learned from studying the inclusion of Russian-speaking students in an English-based Montessori preschool, particularly in the strategies used in large-group and shared-reading activities? By Christine Harris

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Supporting Narrative Writing Proficiency & Engagement in a Montessori UE Classroom
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Supporting Narrative Writing Proficiency & Engagement in a Montessori UE Classroom

This action research project set out to determine the effects of daily writing workshop lessons, including the 6+1 Traits of Writing vocabulary, on student writing proficiency and engagement. By Kirstin A. Nordhaus

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Survey of Parent Education Practices in Montessori Schools - Workshop - 2016 Conference
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Survey of Parent Education Practices in Montessori Schools - Workshop - 2016 Conference

Workshop: “A Preliminary Survey of Parent Education Practices in Montessori Schools” - Presenter: John Chattin-McNichols, Ph.D. - https://youtu.be/m5TudrkJ39g

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Teacher Perspectives of Student Academic Decision-Making in Montessori Elementary Classes
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Teacher Perspectives of Student Academic Decision-Making in Montessori Elementary Classes

The Montessori Method is often known for offering free choice and decision making to young learners. This thesis is a study of the ways in which student choice is enacted in Montessori Elementary classrooms and explores obstacles that prevent this freedom. By Mary Allison Moore

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Teacher-Centered Mentorship as Meaningful Professional Development (Journal of Montessori Research, Vol. 4, No. 2, 2018)
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Teacher-Centered Mentorship as Meaningful Professional Development (Journal of Montessori Research, Vol. 4, No. 2, 2018)

A professional development program with Montessori teachers explored the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship experiences. By Laura Lackner Saylor, Ginger McKenzie, Cathy Cebulski Sacco

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Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use (Journal of Montessori Research, Vol. 3, No. 1, 2017)
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Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use (Journal of Montessori Research, Vol. 3, No. 1, 2017)

This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. By Sara Jolly Jones

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The Benefits of Individual, Paired and Group Lessons in a Montessori Children’s House
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The Benefits of Individual, Paired and Group Lessons in a Montessori Children’s House

Depending on the student, the lesson, and the guide, this author suggests there are different times when a teacher could benefit from the use of any of the 3: group, paired, or individual lessons in an Early Childhood classroom. By Francina Lelei

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