Language: English

Language: English

ISSN: 0362-4331

Abstract/Notes: This study aims to contribute to the evaluation of Montessori education in Italian primary schools, examining a) its impact on academic and socio-affective outcomes; b) teacher profiles and the fidelity of their implementation. The results show that Montessori students, depending on grade and cohort, achieve similar or significantly higher scores than other students. Additionally, in some cases the distributions of math scores have a significantly higher standard deviation. Regarding socio-affective characteristics, Montessori students score significantly higher on the empathy scale. These results, combined with the fact that only half of Montessori teachers have a more orthodox profile, highlight how the Montessori model conflicts with some features of the Italian primary school system. This raises some questions concerning evaluation, limits to children’s freedom of choice and movement, individualization, organization of work time, and multi-age classrooms.

Language: Italian

DOI: 10.6092/issn.1970-2221/16663

ISSN: 1970-2221

Abstract/Notes: Discusses a framework for the creation, evolution, and development of Montessori schools, focusing on the creation of preschool programs, addition of primary and elementary education, and expansion to include middle school and secondary programs. Examines the role of teachers, parents, and students at each of these stages. (MDM)

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: This study was initiated to make a preliminary evaluation of the effects of Montessori education when children continued with the same method in public schools that they experienced in prekindergarten. Subjects were 72 black 5- and 6-year-olds from lower-middle and lower economic class families. There were two experimental classes in nongraded primary classrooms. One experimental group had Montessori preschool experience; the other, Head Start. Two control groups had conventional public classroom experience. One control group had experienced Head Start; the other had no formal preschool education. In a multiple-assessment procedure, children were measured according to ability(1) to create novel solutions to a maze puzzle; (2) to match appropriate objects among a sample of 3; (3) to separate an item from the field or context of which it is a part; (4) to control and restrain impulse action (Draw-a-Line-Slowly); (5) to repeat sentences (WPPSI); and (6) to initiate investigative behavior (curiosity measures.) Findings indicated that the non-graded primary combined with preschool experience showed the best results; subtracting either preschool or non-graded practices reduced the progress of the children. (AJ)

Language: English

Published: Cincinnati, Ohio, 1968

Language: English

ISSN: 0006-8829

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: During the very early twentieth century, Dr. Maria Montessori produced a pedagogical approach that permitted the developmental delayed, socioeconomically disadvantaged, and the youngest of children to advance their cognition and adaptive skills to conventional standards. Her renowned "Montessori Method" was unleashed in 1906 in her home country of Italy and found its way to the shore of the United States soon after. This research will compare the implementation of the Montessori Method in two states, Rhode Island and New York. Both states invested time and money into the instructional ideals of Dr. Montessori in response to the advice of educators and, as is frequently overlooked in the scholarly literature, at the request of parents and community organizations. This study will focus on policy implementation: the how and the who, and on the overall growth and decline of Montessori programs, concentrating on the role parents played.

Language: English

Published: Chicago, Illinois, 2011