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Article
Exploring Public Montessori Education: Equity and Achievement in South Carolina
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education
Date: Dec 15, 2023
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs.
Language: English
DOI: 10.1080/02568543.2023.2283202
ISSN: 0256-8543
Article
Achievement Effects of the Nongraded Elementary School: A Best Evidence Synthesis
Available from: JSTOR
Publication: Review of Educational Research, vol. 62, no. 4
Date: Winter 1992
Pages: 333
Article
Achievement Tests and Intelligence Tests
Publication: AMS Educational Bulletin, vol. 1, no. 2
Date: Apr 1963
Pages: 2–5
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Language: English
Article
Becoming an AMI Trainer (the Challenge and the Achievement)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1991, no. 2/3
Date: 1991
Pages: 6–7
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Language: English
ISSN: 0519-0959
Article
The Achievement of Self-Mastery: How We Can Help
Publication: Forza Vitale!, vol. 21, no. 2
Date: 2002
Pages: 14–17
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Language: English
Article
National Mathematics Reform as a Model
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 2
Date: Winter 1993
Pages: 18
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Language: English
ISSN: 1071-6246
Article
Mathematics, Science and Art
Publication: Montessori International, vol. 69
Date: Oct 2003
Pages: 36–38
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Language: English
ISSN: 1470-8647
Article
Les Mathèmatiques et la Méthode Montessori [Mathematics and the Montessori Method]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle éducation, no. 125
Date: May 1934
Pages: 66-70
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Abstract/Notes: extract from an article in The New Era.
Language: French
ISSN: 2492-3524
Article
Levels of Abstraction in Mathematics Learning Through Montessori Materials
Publication: MoRE Montessori Research Europe newsletter
Date: 2003
Pages: 6
Mathematics education, Montessori materials, Montessori method of education
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Abstract/Notes: "MORE Abstracts 2003? It is time for innovation and thus for contrasting developmental and conservative boosts to come to the attention of the various places in which school action is performed everyday. Montessori materials seem to want to contribute to the representation of the complex concepts of arithmetic and geometry and certainly have allowed the identification and definition of learning models and teaching patterns that have led to defining the Montessori proposal as a method. They have played a key role in the construction of teaching processes that can determine an effective and motivating repertoire of task environments, consistent with the needs and mathematical knowledge of the times in which they were introduced and that they contributed to generate. Certain processes, such as those of abstraction, codification, decoding, transcodification and transfer characterising mathematics learning, in particular, in the various phases of developmental age, may be found in those processes, but also revisited in the light of intentional interconnections within the current developmental state of mathematical, psychological and scientific pedagogical knowledge. The conceptual, theoretical and applicative characterisations in the field of mathematics teaching dictated by the needs to explore the invariant and variable aspects of reality and to seek order to place as a basis of a method, may start up a construction and reconstruction process of the codes of logical and mathematical language on the part of learners, within the specific semantic fields that the task environment may propose. In this sense the materials could be reconsidered as a junction between interdisciplinary maps with specific perspectives inside the “method” but able to enrich themselves thanks to the contribution of the learning experience that “multimedia” children gain in other real and virtual places that go to develop the sense of self-effectiveness in the area of mathematics – a territory which cannot be considered, even today, as very appealing – and within reach of the child’s mind.
Language: English
ISSN: 2281-8375
Article
Mathematics Instruction: An Anisa Approach
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 2
Date: Summer 1975
Pages: 47-52
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Language: English
ISSN: 0010-700X