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Article
Building Community/Retaining Students: Ways to Build Community in Your School
Publication: Tomorrow's Child, vol. 8, no. 5
Date: 2000
Pages: 31–34
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Language: English
ISSN: 1071-6246
Article
A Community Building with Care [Darvell Community of Hutterian Brethren, Robertsbridge]
Publication: Montessori Education, vol. 6, no. 4
Date: Nov 1994
Pages: 14–15
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Language: English
ISSN: 1354-1498
Article
En el Barrio [East Dallas Community School and Lindsley Park Community School, Dallas, TX]
Publication: Tomorrow's Child, vol. 16, no. 1
Date: 2007
Pages: 47–49
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Language: English
ISSN: 1071-6246
Article
A Montessori Infant Community [Hope Infant-Toddler Community, Creve Coeur, Missouri]
Publication: Montessori Life, vol. 5, no. 4
Date: 1993
Pages: 15–19
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Language: English
ISSN: 1054-0040
Article
Grace and Courtesy: The Basis of a Normalized Community Nurturing the Respectful Community Through Practical Life
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
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Language: English
Article
Community Spotlights: Notes of Interest from the Montessori Community
Publication: AMI/USA Journal, vol. 9, no. 1
Date: Spring 2021
Pages: 20-24
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Language: English
Article
Esuelas Montessori, su legado en la actualidad: do experiencias en contextos culturales diferentes desde los confines del mundo, Argentina, Latinoamérica
Available from: Fondazione Montessori
Publication: MoMo (Mondo Montessori), no. 4
Date: Dec 2015
Pages: 183-186
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Abstract/Notes: Part of the special issue: Maria Montessori nel XXI secolo - Interventi Dal Congresso Internazionale: Maria Montessori e la scuola dell'infanzia a nuovo indirizzo (20-24 Febbraio 2015, Pontifica Università Lateranense, Roma.
Language: Spanish
ISSN: 2421-440X, 2723-9004
Article
Mafra Gagliardi, Primi contatti con il latino [review]
Publication: Riforma della scuola, vol. 11, no. 7-8
Date: 1965
Pages: 69
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Language: Italian
ISSN: 0035-5240
Book
Primi contatti con il latino: esperimenti montessoriani
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Language: Italian
Published: Roma: Vita dell'infanzia, 1964
Article
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 106, no. 4
Date: 2014
Pages: 1066-1079
African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
Language: English
DOI: 10.1037/a0036799
ISSN: 0022-0663, 1939-2176