Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Language: French

Published: Paris, France: Académie de Paris, Université Paris VI, 1985

Abstract/Notes: This book presents to the reader the three waves of reform which had swept developed countries in the twentieth century and into the twenty first

Language: English

Published: Singapore, Singapore: Springer Singapore, 2023

Edition: 1st ed.

ISBN: 978-981-19577-0-3 978-981-19577-1-0 978-981-19577-3-4

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1747-3594

Abstract/Notes: First published in Italy as 'Educazione e Pace' ©1949. First published in this translation in the USA in 1972. A collection of lectures from international congresses and peace councils in the 1930s.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

ISBN: 978-90-79506-21-7

Series: The Montessori Series , 10

Language: Italian

Language: English

ISSN: 1054-0040

Language: English

Published: Oxford, England: Clio, 1998-1999

ISBN: 1-85109-114-9

Series: The Clio Montessori series

Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.

Language: English

Published: San Juan, Puerto Rico, 2002