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Increasing Interracial Relationships

Increasing Interracial Relationships. Montessori Magnet School Hartford, CT. Research Question. Do interracial relationships change with the arrangement of time throughout a day at a Montessori Magnet School?. Montessori Magnet School. Hartford, CT at The Learning Corridor

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Increasing Interracial Relationships

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  1. Increasing Interracial Relationships Montessori Magnet School Hartford, CT

  2. Research Question • Do interracial relationships change with the arrangement of time throughout a day at a Montessori Magnet School?

  3. Montessori Magnet School • Hartford, CT at The Learning Corridor • State public magnet school • Ages 3-12 • Primary, Lower elementary, Upper Elementary at a 3 year cycle • Maria Montessori

  4. Research Literature • Choice Programs. CREC. 29 November 2002. <http://www.crec.org/qd/index.shtml>. • Coleman, James S. Equality and Achievement in Education. San Francisco: Westview Press, 1990. • Hilsdon, Mark F. The Second Plane of Development. Kay Baker: 24 June 2002. • Montessori Magnet School General Information. CREC. 29 November 2002. <http://www.crec.org/montessori/general_info.shtml>. • Montessori, Maria. The Montessori Method. Cambridge: Frederick A. Stokes Company, 1912. • Nathan, Joe. Charter Schools. San Francisco: Jossey-Bass Publishrers, 1996. • Orfield, Gary and Susan Eaton. Dismantling Desegregation. New York: The New Press, 1996. • Patchen, Martin. Black-White Contact in Schools. West Lafayette: Purdue University Press, 1982. • Rossel, Christine. The Carrot or the Stick. Philadelphia: Temple University Press, 1990. • Schofield, Janet Ward. Black and White in School Trust, Tension, or Tolerance. New York: Teacher’s College Press, 1989. • Stave, Sondra Astor. Achieving Racial Balance. London: Greenwood Press, 1995. • Weis, Lois. Class, Race and Gender in American Education. Albany: State University of New York Press, 1988.

  5. Capital Region Education Council • “CREC is to assist school districts in their efforts to reduce racial …isolation of Greater Hartford…”

  6. Montessori Magnet School • “Supported by teachers trained to enhance social interaction, children are encouraged to build strong relationships” (Choice Programs).

  7. Montessori • “The way we [teachers] do things is always aimed to help the child get along with peers”(Hilsdon, 2).

  8. Research Methods • Observation in a lower elementary classroom • Chart recording for each block of time • Compilation of four days in data set

  9. Class Composition 27.0% 62.1% 10.8%

  10. Structure of Time • A. Class activities • B. Assigned formations • C. Teacher-directed time • D. Video watching • E. Chosen formations • F. Lunch • G. Snack

  11. Thesis • As the time arrangements at a Montessori-theme magnet school become more teacher structured, interracial interactions decrease.

  12. Student Interracial Interactions • Black HispanicWhite • A. 35.9% 81.6% 54.5% • B. 53.3% 100% 100% • C. 41.6% 80.0% 77.0% • D. 47.6% 66.6% 75.0% • E. 54.1% 100% 85.0% • F. 62.0% 100% 100%

  13. Black Student Interracial Interactions • A. Class activities 35.9% • B. Teacher-directed time 41.6% • C. Video watching 47.6% • D. Chosen formations 54.1% • E. Lunch and Snack 62.0%

  14. White Student Interracial Interactions • A. Class activities 54.5% • B. Teacher-directed time 77.0% • C. Video watching 75.0% • D. Chosen formations 85.0% • E. Lunch and Snack 100%

  15. Questions

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