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Article
Mentorship Program Update [Whole Child Montessori School, Portland, OR]
Publication: Forza Vitale!, vol. 16, no. 2
Date: 1997
Pages: 4
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Language: English
Book Section
Montessori and Traditonal American Nursery Schools: How They Are Different, How They are Alike
Available from: Books to Borrow @ Internet Archive
Book Title: Early Childhood Education Rediscovered
Pages: 72-77
Americas, Benjamin M. Spock - Writings, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
Published: New York: Holt, Rinehart, and Winston, 1968
Article
Does Your School Have an Alumni Organization?
Available from: ISSUU
Publication: Montessori Leadership
Date: Feb 2011
Pages: 30-31
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Language: English
Article
Are Public Schools Ready for Montessori? Educators Are Discovering That Many of Their Reform Goals Are Already Incorporated in the Montessori Method
Publication: Principal, vol. 69, no. 5
Date: 1990
Pages: 20-23
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Language: English
ISSN: 0271-6062
Book
Teaching Preschool Language Arts
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Language: English
Published: Provo, Utah: Brigham Young University Press, 1982
ISBN: 0-8425-1933-5
Doctoral Dissertation (Ed.D.)
Instructional Leadership Practices of Montessori Public School Principals: The Montessori Teachers' Perspective
Available from: American Montessori Society
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Language: English
Published: Lubbock, Texas, 1994
Article
Highligting Member Schools: Countryside/NewGate School, Sarasota, FL
Publication: Tomorrow's Child, vol. 31, no. 2
Date: 2024
Pages: 27-28
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Language: English
ISSN: 1071-6246
Doctoral Dissertation (Ed.D.)
Effectiveness of Preschool in Preparing Students for Kindergarten: A Comparison of Early Childhood Curriculum Models
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.
Language: English
Published: Minneapolis, Minnesota, 2012