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Article
Regulatory Compliance Costs and Private School Participation in Voucher Programs
Available from: Taylor and Francis Online
Corey A. DeAngelis (Author)
Publication: Journal of School Choice, vol. 14, no. 1
Date: 2020
Pages: 95-121
Private schools, Voucher programs
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Abstract/Notes: Using data from the 2015–16 round of the Private School Universe Survey, I examine the types of private schools that decide to participate in school voucher programs in seven locations: Milwaukee, Wisconsin, Indiana, Ohio, Louisiana, D.C., and North Carolina. Regression analysis indicates that more specialized private schools tend to be less likely to participate in voucher programs than regular private schools. Specifically, the preferred model finds that private schools that identify as Montessori, special education, and alternative are less likely to participate in voucher programs than schools that identify as regular. In addition, schools that are non-coeducational and schools that focus on serving homeschool students are less likely to participate in voucher programs. I also find that random admissions mandates and state testing requirements are negatively associated with private school participation in voucher programs, while the prohibition of copayment is positively associated with program participation.
Language: English
DOI: 10.1080/15582159.2019.1673954
ISSN: 1558-2159, 1558-2167
Article
Observational Skills of Children in Montessori and 'Science-A Process Approach' Classes
Available from: Wiley Online Library
Joan Marie Judge (Author)
Publication: Journal of Research in Science Teaching, vol. 12, no. 4
Date: 1975
Pages: 407-413
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
Article
Assessment in Early Primary Education: An Empirical Study of Five School Contexts
Available from: Taylor and Francis Online
Christopher DeLuca (Author) , Scott Hughes (Author)
Publication: Journal of Research in Childhood Education, vol. 28, no. 4
Date: 2014
Pages: 441-460
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Within the current standards-based framework of early primary education, teachers must negotiate the integration of assessment with traditional, developmental orientations to teaching and learning. The purpose of this qualitative study was to examine teachers' approaches to early primary assessment within five different school contexts: public, independent, Froebel, Waldorf, and Montessori. Data were collected from 12 kindergarten to Grade 2 teachers through in-depth interviews followed by ethnographic observations of eight classrooms. Data were thematically analyzed to identify core approaches to assessment across the contexts related to the following themes: (1) diverse conceptions of assessment, (2) commitments to student-oriented assessment, (3) knowing children through a practice of observation, and (4) assessment of academic standards. Underpinning these assessment themes was the fundamental commitment of early-primary educators to whole-child teaching and assessment. The article concludes with suggestions for future research that explore the intersection between teaching and assessment in play-based pedagogical contexts, alternative educational approaches, and systems of high accountability, with the aim of supporting teachers in bridging developmental and academic priorities in the early primary grades.
Language: English
DOI: 10.1080/02568543.2014.944722
ISSN: 0256-8543, 2150-2641
Article
International Education: The International Baccalaureate, Montessori, and Global Citizenship
Available from: SAGE Journals
Cynthia Brunold-Conesa (Author)
Publication: Journal of Research in International Education, vol. 9, no. 3
Date: 2010
Pages: 259–272
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Abstract/Notes: The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB’s secondary programs are widespread in international schools, Montessori programs at that level are comparatively few. This article compares and contrasts IB and Montessori secondary programs with respect to the promotion of global citizenship, and explores the scarcity of secondary Montessori programs in general and in the international schools community in particular.
Language: English
ISSN: 1475-2409, 1741-2943
Article
Physical Activity in Preschool Children: Comparison Between Montessori and Traditional Preschools
Available from: Wiley Online Library
Russell R. Pate (Author) , Jennifer R. O'Neill (Author) , Wonwoo Byun (Author) , Kerry L. McIver (Author) , Marsha Dowda (Author) , William H. Brown (Author)
Publication: Journal of School Health, vol. 84, no. 11
Date: 2014
Pages: 716-721
Americas, Comparative education, Montessori method of education - Evaluation, North America, Physical education, United States of America
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Abstract/Notes: Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools. We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School), and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA), and total PA (light + MVPA) were calculated. Children attending Montessori preschools accumulated more In-School light (7.7 vs. 6.5 minute/hour), MVPA (7.7 versus 6.5 minute/hour), and total PA (15.4 versus 13.0 minute/hour) than children attending traditional preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 versus 6.2 minute/hour) and All Day (8.5 versus 7.6 minute/hour), children in Montessori preschools accumulated more MVPA than children in traditional preschools. In-School PA was higher for children in private Montessori than public Montessori preschools (8.1 versus 7.0 minute/hour; 8.1 versus 6.7 minute/hour; 16.1 versus 13.6 minute/hour, for light, MVPA, and total PA, respectively). Children attending Montessori preschools were more active than children attending traditional preschools. Adopting the Montessori system may be an important strategy for promoting PA in children.
Language: English
DOI: 10.1111/josh.12207
ISSN: 1746-1561
Article
Un-'Chartered' Waters: Balancing Montessori Curriculum and Accountability Measures in a Charter School
Available from: Taylor and Francis Online
Catherine M. Scott (Author)
Publication: Journal of School Choice, vol. 11, no. 1
Date: 2017
Pages: 168-190
Americas, Charter schools, Montessori method of education - Evaluation, North America, Public Montessori, United States of America
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Abstract/Notes: More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention.
Language: English
DOI: 10.1080/15582159.2016.1251280
ISSN: 1558-2159, 1558-2167
Article
Montessori, Dewey, and Capitalism: Educational Theory for a Free Market in Education, by Jerry Kirkpatrick [Book Review]
Available from: Taylor and Francis Online
Joshua Hall (Author)
Publication: Journal of School Choice, vol. 2, no. 3
Date: 2008
Pages: 348-351
Article
Montessori as a School Reform Alternative Reflecting Biblical Anthropology
Available from: Taylor and Francis Online
Jaeuk Jeong (Author)
Publication: Journal of Research on Christian Education, vol. 29, no. 3
Date: 2020
Pages: 307-327
Americas, Educational change, Montessori method of education, North America, United States of America
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Abstract/Notes: Today’s education has three impediments to meaningful and sustainable educational reform; first, the lack of precise and accurate anthropology of learners; second, dilemma between constructivism-leading academy and behaviorism-dominating classrooms; third, the lack of philosophy of education in theory and practice. The Montessori system was built upon the Christian theological anthropology, which uncovers that the main source of failure in our education is humanity’s original sin and sins preventing us from fulfilling the Imago Dei or the reciprocating self. This article highlights why the Montessori method is a feasible school reform model by briefly examining Montessori’s anthropology centering on Imago Dei, teacher’s respect for the child resulting in education through being and embodiment, and systematized teacher-training system.
Language: English
DOI: 10.1080/10656219.2020.1841049
ISSN: 1065-6219
Article
การบริหารงานวิชาการด้านกิจกรรมเสริมประสบการณ์ตามแนวคิดแบบมอนเตสซอรี่ ของโรงเรียนสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐานจังหวัดเชียงใหม่ [Academic Administration in Experience Enhancement Activities based on Montessori Concepts of Schools under the Office of Basic Education Commission, Chiang Mai Province]
Available from: Thai Journals Online
พัทธนันท์ ปาเป็ง (Author) , ประวัติ พื้นผาสุข (Author) , ศิริมาศ โกศัลย์พิพัฒน์ (Author)
Publication: Journal of Roi Et Rajabhat University, vol. 13, no. 3
Date: 2019
Pages: 104-114
Asia, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: The purpose of this research was to: 1) study the academic administration status in the activities to enhance experiences based on Montessori concept of early childhood schools under the Office of Basic Education Commission, Chiang Mai Province by using PDCA 2 process ) Develop an academic administration manual for activities that enhance the experience based on Montessori concepts of early childhood schools under the office Using the PDCA process. The target population used in this study is school administrators. Primary teachers Parents of early childhood students in the number of 90 people. The tools used in the research are the questionnaire, summary form, group meeting (Work Shop), suitability assessment and feasibility of the manual. And an academic administration manual on activities that enhance the experience based on Montessori concepts Analyze data by analyzing and synthesizing content The research found that State of academic administration in activities to enhance experiences based on Montessori concepts of early childhood schools under the Office of the Basic Education Commission, Chiang Mai Province Academic administration is conducted according to the PDCA cycle, which covers academic work in curriculum development at the early childhood level of 2017in terms of learning experience. In the development of instructional media Development assessment With the highest level of operation But still lacking cooperation from all parties in a systematic way, making academic administration in some schools not achieving the goal as expected Therefore, the group meeting to find the results of the development of the academic administration manual according to Montessori concept is carried out according to the PDCA cycle and the rules are clearly defined. For use in the administration of academic administration at the early childhood level of schools under the Office of Basic Education Commission, Chiang Mai Province
Language: Thai
ISSN: 2673-0731
Article
Montessorian Music Method: Unpublished Works
Available from: SAGE Journals
Jeanne S. Rubin (Author)
Publication: Journal of Research in Music Education, vol. 31, no. 3
Date: 1983
Pages: 215-226
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Abstract/Notes: The purpose of this article was to announce the existence of 35 unpublished booklets on Montessorian music education that were conceived by Maria Montessori and authored by her music consultant, Anna Maria Maccheroni, at the beginning of this century. These booklets considerably extend the brief portions devoted to music in Montessori's publications. The joint effort of these two women resulted in a comprehensive program that is distinctive by reason of unique aspects that include (1) collaboration, (2) structure, (3) prepared environments, (4) auto-education, (5) control of error, (6) isolation of the aural sense, and (7) scope. Representative examples of distinctive features and a cursory description of the booklets and their contents are presented.
Language: English
DOI: 10.2307/3345174
ISSN: 0022-4294