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Article
A New Home for the Montessori Foundation and Our Future Lab School: The Field School
Publication: Tomorrow's Child, vol. 16, no. 1
Date: 2007
Pages: 4
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Language: English
ISSN: 1071-6246
Book Section
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
Franse les op de lagere school [French in primary school]
Publication: Montessori Opvoeding, no. 3
Date: 1962
Pages: 14-15
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Language: Dutch
Article
Tatschule oder Arbeitsschule [Tat school or work school]
Publication: Das Werdende Zeitalter: Zweimonatsschrift des internationalen Arbeitskreises für Erneuerung der Erziehung, vol. 8
Date: 1929
Pages: 13-18
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Language: German
Article
AMI School Celebrates a Newly Remodeled Facility [Flossmoor Montessori School, Flossmoor, IL]
Publication: AMI/USA News, vol. 11, no. 2
Date: Mar 1998
Pages: 3
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Language: English
Article
Montessori Schools Join IMS [Profiles of 11 schools]
Publication: Montessori Observer, vol. 2, no. 8
Date: Nov 1981
Pages: 1, 3
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Language: English
ISSN: 0889-5643
Article
The Little School That Could . . . [Guadalupe Montessori School, Silver City, NM]
Publication: AMI/USA News, vol. 11, no. 4
Date: Oct 1998
Pages: 3
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Language: English
Article
A Middle School Model [School of the Woods, Houston, Texas]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 1, no. 4
Date: Summer 1989
Pages: 8
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Language: English
ISSN: 1071-6246
Article
Exploring Montessori Programs for the Middle School Years: Athens [GA] Montessori Middle School: A Place for the Adolescent
Publication: Tomorrow's Child, vol. 11, no. 4
Date: 2003
Pages: 5–7
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Language: English
ISSN: 1071-6246
Doctoral Dissertation
The Impact of Montessori Teaching on Academic Achievement of Elementary School Students in a Central Texas School District: A Causal-Comparative Inquiry
Available from: Texas A&M University
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Abstract/Notes: Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn. The Montessori teaching method has been in existence since the early 1900s when Dr. Montessori made her discovery of the student learning process. Dr. Montessori connected to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child. The study investigated the impact of Montessori Method on the academic achievement of 3rd, 4th, and 5th grade students. The State of Texas Assessments of Academic Readiness (STAAR) was used to measure academic achievement in reading and mathematics. An ex post facto, causal-comparative design was employed. The characteristic-present samples consisted of 47 3rd, 40 4th, and 44 5th graders. There were 71 3rd, 60 4th, and 49 5th graders in the comparison samples. Due to non-probability nature of the sampling technique, external validity was limited to study participants. Due to non-experimental nature of the study, no causal inferences were drawn. A series of Multivariate Analysis of Variance (MANOVA) showed that there were no statistically significant differences between the students who received the Montessori Method of instruction and those who did not on the basis of the outcome measures of academic achievement in reading and mathematics. The mean difference effect sizes, which were used to examine the practical significance of the findings, ranged from negligible to small. Although the results of the study did not support the hypothesis, it must be pointed out that the Montessori Method of teaching facilitates self-paced learning that promotes a child's independence and encourages decision-making which are instrumental in becoming successful learners. Additionally, Montessori advocates experiences that are "real-world" and allow children to build intrinsic motivational opportunities; therefore, creating independent thinkers that will be competitive problem-solvers in the global economy of the 21st century. The limited studies on the Montessori Method of teaching offer opportunities for further investigation at all grade levels. For example, it is recommended to conduct a study to compare students who receive Montessori education during the early years of their academic life with those who receive Montessori education from pre-k to high school graduation. Because the Montessori name does not have a trademark, there are opportunities for investigating Montessori teacher preparation and comparing the preparation of the teachers to the standardized assessment results. There are also opportunities for investigating the method and curriculum used at schools that carry the name Montessori for comparison purposes amongst Montessori schools as well as in comparison to the results of the standardized assessments at these schools.
Language: English
Published: Corpus Christi, Texas, 2013