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20 results

Article

Venticinque anni di lavoro Montessori in Africa [Twenty-five years of Montessori work in Africa]

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 43, no. 6

Pages: 48-53

Africa, Montessori method of education - History, Muriel I. Dwyer - Biographic sources, Muriel I. Dwyer - Writings

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Language: Italian

ISSN: 0042-7241

Article

Theosophical School in South Africa; A Letter from the General Secretary

Available from: International Association for the Preservation of Spiritualist and Occult Periodicals (IAPSOP)

Publication: Theosophical Messenger, vol. 20, no. 6

Pages: 130

Africa, Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa, Theosophical Society, Theosophy

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Abstract/Notes: "I wish to let you know of a [Theosophical Society] educational activity started in Pretoria in charge of our member, Miss E. J. Clarke, Higher Froebel Certificate, and one with a wide experience both in this country and in England. A charming house has been taken, surrounded with beautiful gardens. Here Miss Clarke is conducting a Montessori school for small children..."

Language: English

Report

Multigrade Teaching: A Review of Selected Literature and Implications for Teacher Education and Training in South Africa

Africa, Nongraded schools, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

Published: [S.I.], 2008

Book Section

Montessori in the Developing World: 33 Years of Experience in Africa

Book Title: Education as an Aid to Life: Conference Proceedings of the 24th International Montessori Congress (Paris, July 2001)

Pages: 165-168

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Language: English

Published: Paris, France: Association Montessori de France, 2001

Article

Montessori in South Africa: The Challenge, the Dream, and the Promise

Publication: NAMTA Journal, vol. 24, no. 1

Pages: 61-68

Africa, North American Montessori Teachers' Association (NAMTA) - Periodicals, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: Discusses the history of the Montessori movement in South Africa. Outlines the contributions and learnings from Montessori's 21 years in South Africa. Asserts that Montessorian actions in Africa have relevance to Montessori internationally. (JS)

Language: English

ISSN: 1522-9734

Doctoral Dissertation (Ph.D.)

Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools

Available from: American Montessori Society

African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America

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Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.

Language: English

Published: Charlotte, North Carolina, 2016

Book Section

Bericht über die Montessori-Pädagogik in Afrika (1968-1976) [Report on Montessori Education in Africa (1968-1976)]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 384-386

Africa, Conferences, East Africa, Ethiopia, Ghana, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Kenya, Mauritania, Montessori method of education - History, Nigeria, Seychelles, Somalia

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Master's Thesis

An Analysis of Early Childhood Development Programmes in South Africa

Available from: University of South Africa - Institutional Repository

Africa, Comparative education, Montessori method of education - Evaluation, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which the quality of programmes could be assessed. The need for, and importance of, providing quality early childhood development programmes is highlighted. The influence of educational pf:lilosophies on programmes is recognised, hence the total development of the child and educational philosophies related thereto are discussed. Factors and components within programmes that contribute to high quality are explored. Moreover, criteria by means of which quality early childhood development programmes may be assessed, are provided. In this regard criteria for the formulation of aims, selection and the organisation of content, assessment, role of the teacher and parent involvement in programmes are suggested. It is against these criteria that selected early childhood development programmes in South Africa are described and analysed. programmes conclude the study.

Language: English

Published: Pretoria, South Africa, 1996

Article

Il metodo Montessori in Africa

Publication: La Voce dell'Africa

Pages: 9-10

Africa

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Language: Italian

ISSN: 0049-6626

Book Section

Montessori Education in Africa: Themes and Examples Across the Continent

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 333-342

Africa, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Montessori method of education - History

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Abstract/Notes: There are currently Montessori schools in 33 African countries, primarily in early childhood education. This brief overview examines the diversity of Montessori practice throughout the African sub-continent, from the 1920s to today including private, philanthropic and government-funded efforts, as a racist, colonial project as well as part of efforts to decolonize education, to make it culturally responsive and empower communities, particularly in African rural areas. There are elite, private Montessori schools around Africa and Montessori practitioners have also developed innovative, affordable models for expanding Montessori, including sponsoring training and creating materials locally. In addition, they have demonstrated how key Montessori components can be aligned with aspects of African culture, including respecting the child, building independence, and cultivating peace, community, and a connection with nature. The chapter concludes with brief case studies of contemporary Montessori practice in South Africa, Nigeria, Egypt and Morocco.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

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