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Gli Erdkinder in California: alla scoperta dell'adolescente in una farm-school americana [The Erdkinder in California: discovering the teenager in an American farm-school]
Book Title: Montessori: Perché No? Una Pedagogia per la Crescita
Pages: 265-272
Americas, Erdkinder, North America, United States of America
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Language: Italian
Published: Milano: Franco Angeli, 2000
ISBN: 88-464-2088-8
Article
Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 103, no. 1
Date: 1994
Pages: 27-42
Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago
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Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.
Language: English
ISSN: 0300-4430, 1476-8275
Article
School of the Month: John Burroughs Public School, Washington, D.C.
Publication: AMI/USA Bulletin, vol. 1, no. 3/4
Date: Nov/Dec 1981
Pages: 3-5
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Language: English
Article
Montessori Week 1979 [Hampstead School; St. John's Woods School]
Publication: Montessori Quarterly, vol. 15, no. Supplement
Date: Jun 1980
Pages: 26
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Language: English
Article
Bulletin of Panama-California Exposition: Announcing a Joint Summer Session under auspices of The San Diego State Normal School, Carnegie Endowment for International Peace, The School of American Archaeology, The Montessori Institute, July 5-Aug 13, 1915
Available from: San Diego State University Libraries
Publication: Normal News Weekly (San Diego, California)
Date: Jun 21, 1915
Pages: [unpaged]
Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Maria Montessori - Biographic sources, Montessori method of education - Teacher training, Montessori method of education - Teachers, North America, Panama-California Exposition (1915-1916, San Diego, California), Teacher training, Teachers, United States of America
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Abstract/Notes: "Faculty – The Montessori Institute — Dottoressa Maria Montessori and Assistants" ... "The Montessori Institute – During the month of July, San Diego is to receive and entertain as an honored guest of the city, the Exposition and the schools of the city, the famous Dottoressa Maria Montessori, who will bring for that month, her private class in Montessori methods now organized in Los Angeles, and which is not open to other Summer School students. In addition to this private class, there will be on the Exposition grounds, a Montessori demonstration school of children, which will be open for daily observation by all students registered for the summer session. Students will thus be able to get at first hand the Montessori methods and principles."
Language: English
Article
Experiences of Three Dutch Teachers in a Montessori-School in California [Sophia Montessori School, Santa Monica]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1962, no. 3/4
Date: 1962
Pages: 10–11
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Language: English
ISSN: 0519-0959
Article
A Class of Special Character [Montessori school-within-a-school, Arthur Street School, Dunedin]
Publication: Montessori NewZ, vol. 4
Date: Dec 1996
Pages: 9
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Language: English
Article
Program Profiles [Clissold School, Chicago, Illinois; Bonneville Elementary School, Pocatello, Idaho; Reading Community School, Reading, Ohio]
Publication: Public School Montessorian, vol. 1, no. 2
Date: Winter 1989
Pages: 9
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Language: English
ISSN: 1071-6246
Article
“My Name Is Sally Brown, and I Hate School!”: A Retrospective Study of School Liking Among Conventional and Montessori School Alumni
Available from: Wiley Online Library
Publication: Psychology in the Schools, vol. 60, no. 3
Date: Mar 2023
Pages: 541-565
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Abstract/Notes: School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that predicted higher school liking at each level. Because Montessori schools have many features that other literature suggests predict higher school liking, we purposely sampled Montessori alumni as well, and compared their schools' features for elementary school only (due to sample size). Moreover, we collected open-ended responses about what participants in both conventional and Montessori liked least about school, revealing what features of their school experiences might have led to less overall school liking. The unique contributions of this study are (1) showing how a wide range of school features predict recalled school liking, (2) examining data for all school levels using a single sample of participants, and (3) comparing recalled school liking and its predictors across conventional and Montessori schools. The sample included 630 adults, of whom 436 were conventional school alumni and 187 were Montessori alumni (7 participants did not report school type). Participants' mean age was 35.8 years (SD = 10.53, range = 19–77), and 53% were female. Participants were recruited online, and they responded to Qualtrics surveys about school liking, school features, and their demographics. School liking overall was tepid, and was highest in elementary and lowest in middle school. For all participants, recalling a sense of community and interest in schoolwork were most strongly associated with school liking. Adults who attended schools which emphasized studying topics of personal interest and rewards for positive behavior also liked school more. Montessori school alumni reported higher school liking and that learning was what they liked most about school; by contrast, conventional school alumni most liked seeing friends. Levels of school liking, as recalled by adults, are low overall, but are higher in elementary school and higher amongst those who recall their schools as having stronger community, catering more to student interest, and rewarding positive behavior. In addition, school liking was higher among people who attended Montessori schools. Further research could extend to a cross-sectional study of children currently enrolled in different types of schools.
Language: English
DOI: 10.1002/pits.22777
ISSN: 0033-3085, 1520-6807
Article
USA: Montessori-Pädagogik in der Grundschule: ein portrait der Butler School in Darnestown, Maryland, USA [USA: Montessori Education in Elementary School: a portrait of the Butler School in Darnestown, Maryland, USA]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 3
Date: 2000
Pages: 150-163
Americas, Montessori method of education, North America, United States of America
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Language: German
ISSN: 0944-2537