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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
Date: 1994
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
Montessori-Ausstellung bei Westheim [Montessori Exhibition near Westheim]
Available from: Europeana Newspaper Archive
Publication: Berliner Volkszeitung (Berlin, Germany)
Date: Apr 27, 1929
Pages: 3
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Language: German
Article
Il metodo Montessori in Africa
Publication: La Voce dell'Africa
Date: 1970
Pages: 9-10
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Language: Italian
ISSN: 0049-6626
Article
International News: AMI Primary Course in South Africa; Study Conference in Holland
Publication: AMI/USA Professional Bulletin, vol. 2, no. 2
Date: Sep 1982
Pages: 6
Africa, Europe, Holland, Netherlands, South Africa, Southern Africa, Sub-Saharan Africa, Trainings, Western Europe
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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
Date: 1999
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