Language: English

ISSN: 0013-1784, 1943-5878

Abstract/Notes: This guidebook explains the concept of nongraded primary education and offers examples of successful programs. The first section describes the nongraded primary, which is characterized by developmentally appropriate curricula for primary age children, a heterogeneous community of learners as related to age and ability, support for continuous learning, a commitment to honoring the development of the whole child, and active student involvement. Proponents of the nongraded primary believe that it provides an opportunity for children to succeed rather than fail, enhances cooperation, and increases levels of community support. The second section outlines the changing roles of teachers, principals, central office staff, superintendents, local boards of education, parents, and school and community groups. Suggestions are offered for successful multiage classrooms, as well as teaching strategies for mixed-age grouping and steps for organizing the transition from a traditional to a nongraded

Language: English

Published: Arlington, Virginia: American Association of School Administrators, 1992

ISBN: 0-87652-184-7

Language: English

Language: English

Published: Newtown, Australia: Nursery School Teacher's College, 1980

Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.

Language: Swedish

Published: Stockholm, Sweden, 2012

Abstract/Notes: Reviewed in Communications 2008/1 // In her dissertation she analyses the efforts of New Education in her home country and compares them to European reform approaches. In this context she analyses and evaluates a large amount of written documents and adds to her literary research especially for the ten alternative schools her own studies at these schools and interviews with the educationalists/teachers responsible. One of the analysed schools was a Montessori school, another one was a Waldorf school. The survey communicates interesting insights and findings about school development in an increasingly democratising Asian country that is scarcely considered in Germany.

Language: English

Published: Münster, Germany, 2005

Abstract/Notes: There are two purposes of the current study. First was to examine whether or not children in the elementary school in Taiwan who had received Montessori early childhood education obtain significantly higher scores on tests of language arts, math, and social studies than children who attended non-Montessori pre-elementary programs. Second one was to examine whether or not the number years of Montessori education has a positive impact on the students' scores when they are in elementary grades. According to Chattin-McNichols (1992b), children from Montessori education program are doing better in some respects than other programs. Some studies have found that in the United States, Montessori students have strong academic outcomes especially in language arts than non-Montessori students (Daux, 1995; Hobbs, 2008; Lillard & Else-Quest, 2006; Manner, 1999). The present study involved 196 participants from a private Catholic elementary school in Taipei City, Taiwan. Ninety-eight first, second, and third grade students had Montessori early childhood experience and 98 first, second, and third grade students did not have Montessori early childhood experience. Using one-way MANOVA as a statistical tool, there were mixed results in the present study. The results showed students who had Montessori early childhood education experience had higher test scores of language arts than the students who did not have Montessori education experience. In conclusion, the present study partially supports the findings of other studies and shows that Montessori education has some long-term impact on the students' language arts learning.

Language: English

Published: Terre Haute, Indiana, 2009

Language: English

Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."

Language: English

Published: Nashville, Tennessee, 2007

Abstract/Notes: Dr. Angeline Lillard discusses her new research on the benefits of a Montessori education.

Language: English

Published: Dec 16, 2021