Term
Summer 2020
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Kelly Killorn
Content Expert
Carey Seeley Dzierzak
Abstract
In 1954 the Supreme Court, in Brown vs. the Topeka Board of Education , ruled that the legal segregation of schools based on race was unconstitutional. Sixty-six years later there still exists an academic achievement gap between white students and students of color. Given that this gap exists in Montessori schools with high standardized test scores, this capstone project examines how the use of Culturally Responsive Teaching in a Montessori Learning environment may help eliminate the academic achievement gap ? This capstone reviews literature pertaining to the role culture plays in education and the alignment of Culturally Responsive Teaching with Montessori teaching practices and philosophy. The information in the capstone was presented at three professional development sessions which consisted of a slideshow and a teacher toolkit. The goal of the project was to motivate Montessori teachers to incorporate the ideas of Culturally Responsive Teaching into their lessons, thereby giving all students the opportunity to see their cultures reflected throughout the school.
Keywords
Culturally Responsive Teaching, ESL/ELL, cultural identity, Montessori, students of color
Recommended Citation
Luiken, David, "Culturally Responsive Teaching Within a Montessori Learning Environment" (2020). School of Education and Leadership Student Capstone Projects. 497.
https://digitalcommons.hamline.edu/hse_cp/497
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University