Identifying priorities for success in the Montessori Middle School
Montessori Life, Summer 2003 by Celeste, Natalie, DeAubrey, Dora, Freilino, Michael, McDurham, Robin, Et al
Coe, E. (1988). Creating an holistic, developmentally responsive learning environment that empowers the early adolescent. Unpublished doctoral dissertation. Union for Experimenting Colleges and Uni
versity (Union Graduate School), Cincinnati, OH. Crain, W. (2000). Theories ofdevelopment. Englewood Cliffs, NJ: Prentice Hall.
Elkind, D. (1998). All grown up and no place to go. Cambridge, MA: Perseus.
Montessori, M. (1997). From childhood to adolescence. Oxford, England: Clio.
Mooney, J. (2002, February 4). Panelists dissect the factors [Online.] Available: http://www.bergen. com/ ed/95/outcome1.htm.
O'Shaughnessy, M. (1998, Winter). Cultivating spontaneous self-discipline. NAMTA Journal, 23(1), pp. 63-99.
Rambusch, N.M., & Stoops, J. A. (1992). The authentic American Montessori school: A guide to selfstudy, evaluation, accreditation of American schools committed to Montessori education. New York: American Montessori Society.
THE AUTHORS are students in the Montessori Secondary teacher education program at Houston Montessori Center and student teaching in the following schools:.
Natalie Celeste and Michael Frielino: H. Barbara Booker Cleveland, OH; Dora
DeAubrey and Robin McDurham: Lake Waco Montessori, Waco, TX; Anita Noel: Hamilton Montessori, Denver, CO; and Laura Smith: Montessori School for Shreveport, Shreveport, LA.
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