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Article
A Great Achievement in Zaria [Nigeria]
Publication: LM Courier
Date: Jun 1983
Pages: 4–5
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
Doctoral Dissertation (Ed.D.)
An Investigation of Montessori Education Efficacy versus the Traditional General Education Classrooms for Improved Achievement
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Students who have attended Montessori pre-kindergarten and kindergarten appear to experience greater academic success than those who attend the general classroom. The purpose of this research was to examine what Montessori classrooms did differently than the general education classrooms and whether Montessori prepares students for greater academic success in elementary school. There is a vast amount of literature available on the impact of Montessori education on student achievement, but few comparison studies. The methodology for this research was causal comparative. Quantitative data was collected to ascertain the practices of Montessori classrooms to produce more academic success than that of the general education classroom. The purpose was to determine if students in a Montessori classroom will have higher academic success or if those in a traditional general education classroom setting will have higher achievement on the MAP reading and math assessment.
Language: English
Published: Central, South Carolina, 2023
Article
Achievement and Self-Concept in Multiage Classrooms
Publication: Educational Research Quarterly, vol. 6, no. 2
Date: 1981
Pages: 69-75
Academic achievement, Americas, Comparative education, Elementary education, Language arts, Mathematics education - Achievement, Nongraded schools, North America, Reading - Academic achievement, Self-perception, United States of America
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Abstract/Notes: Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction.
Language: English
ISSN: 0196-5042
Article
A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools
Available from: JSTOR
Publication: Journal of Negro Education, vol. 86, no. 4
Date: 2017
Pages: 439-448
Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America
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Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.
Language: English
DOI: 10.7709/jnegroeducation.86.4.0439
ISSN: 0022-2984, 2167-6437
Article
The Measurement of Achievement in a Montessori School and the Intelligence Quotient
Available from: Taylor and Francis Online
Publication: Pedagogical Seminary and Journal of Genetic Psychology, vol. 34, no. 1
Date: Mar 1927
Pages: 77-89
Article
Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children
Available from: Taylor and Francis Online
Publication: Reading Psychology, vol. 25, no. 1
Date: 2004
Pages: 1-17
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Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.
Language: English
DOI: 10.1080/02702710490271800
ISSN: 0270-2711
Article
Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 46, no. 2
Date: 2014
Pages: 299-311
Asia, China, Comparative education, East Asia, Montessori method of education - Evaluation, Taiwan
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Abstract/Notes: The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study. Children’s scores were measured by Elementary School Language Ability Achievement Test (ESLAAT), Elementary School Math Ability Achievement Test (ESMAAT), and Social Studies Ability Achievement Test (SSAAT). One-way multivariate analysis of variance (MANOVA) showed that students who had Montessori experience had a significantly higher score in language arts in all three grade levels. In math, first grade students scored higher but not second and third grade students. However, in social studies, students who had received Montessori education did not score significantly higher than the non-Montessori students. There was also no significant difference between the number of years spent in Montessori programs and students’ language arts, math, and social studies test scores in first, second, and third grade.
Language: English
DOI: 10.1007/s13158-014-0108-7
ISSN: 0020-7187, 1878-4658
Article
Comprehensive School Reform and Achievement: A Meta-Analysis
Available from: SAGE Journals
Publication: Review of Educational Research, vol. 73, no. 2
Date: Summer 2003
Pages: 125-230
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Abstract/Notes: Using 232 studies, this meta analysis reviewed the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as "whole-school" or "comprehensive" reforms. In addition to reviewing the overall achievement effects of comprehensive school reform (CSR), the meta analysis considered the specific effects of 29 of the most widely implemented models. It also assessed how various CSR components, contextual factors, and methodological factors associated with the studies mediate the effects of CSR. The analysis concludes that CSR is still an evolving field and that there are limitations on the overall quantity and quality of the research base. The overall effects of CSR, though, appear promising and the combined quantity, quality, and statistical significance of evidence from three of the models in particular set them apart from the rest. Whether evaluations are carried out by the developer or by third-party evaluators and whether these evaluators use one-group pre-post designs or control groups are especially important factors for understanding differences in CSR effects. Schools implementing CSR models for five years or more showed particularly strong effects, but the models benefited equally schools of higher and lower poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based models capable of bringing comprehensive reform to the nations schools. One appendix lists studies included in the meta analysis, and the other discusses CSR design characteristics. (Contains 1 figure, 5 tables, and 74 references.) (SLD) Also included in JSTOR: https://www.jstor.org/stable/3516091
Language: English
DOI: 10.3102/00346543073002125
ISSN: 0034-6543, 1935-1046
Article
Montessōri no gyōseki ni tsuite / モンテッソーリの業績について [Montessori Achievements]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 1
Date: 1968
Pages: 9-14
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
The Effect of Using Montessori Method and Demonstration Method on Students’ Achievement in Pronunciation at Primary 1 Students of Nakamura School Medan
Available from: Universitas Pahlawan Tuanku Tambusai
Publication: Jurnal Review Pendidikan dan Pengajaran (JRPP), vol. 6, no. 3
Date: 2023
Pages: 407-412
Academic achievement, Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia
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Abstract/Notes: Pronunciation is one of important aspects in English and one of the necessary components of oral communication. The purpose of this research is to find out Montessori Method and Demonstration Method effect on students’ Achievement in Pronunciation at Nakamura School. The method of this research based on experimental quantitative research doing with using a number, statistics process and structure. The population of this research will use to the primary 1 students of Nakamura School Medan. The writer used simple Random Sampling that is subset of individuals 9 a sample (chosen from a larger set 9 a population), each individual is chosen randomly and entirely. After collecting and analyzing the data, it was found that the lowest score of pre-test in experimental group was 20 and the highest score was 40 and the mean of pre-test was 30.00 and after administrated the method of Montessori method, the researcher found the lowest score of students’ pronunciation was 40 and the highest score was 80 and the mean of post-test was 61.43. It means that there was 20 (40-20) difference of the lowest score in pre-test and post-test. The mean score of the pre-test was 30.00, and the post-test is 61.43 (61.43 – 30.00 = 31.43). It can be concluded that the students’ scores in pre-test of experimental group was smaller than post-test, which was using Montessori method. The lowest score of pre-test in experimental group by Demonstration method was 10 and the highest score was 30, and the mean of pre-test was 22.86. After post-test was administered, the lowest score in experimental group was 50 and the and the highest was 80 and the mean of post-test was 61.43. The lowest score significantly improved. It means that the difference of the score was 50 (100-50). It also happened to the highest score, 80 improved to 100 (100-80 = 20). It means that the difference of the score was 30. The mean of pre-test was 22.86 and post-test was 61.43 (61.43- 22.86= 38.27). It can be concluded that the students’ score in the experimental group which was taught by applying Montessori method was significantly different and the students’ score in pre-test of experimental group was smaller than post-test , which was Demonstration method.
Language: English
ISSN: 2655-6022, 2655-710X