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Book
Modell Montessori: Grundsätze und aktuelle Geltung der Montessori-Pädagogik
Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Abstract/Notes: Ziel des vorliegenden Buches ist es, an den Gegenwartsproblemen der Pädagogik die Aktualität des Montessori-Modells zu belegen: Schulprobleme von heute können durch Vorschulpädagogik so vorentschieden werden, dass Lernschwierigkeiten in der Schule weitesgehend vermieden werden können.
Language: German
Published: Freiburg im Breisgau, Germany: Herder, 2007
Edition: 14th revised ed.
ISBN: 3-451-27347-0 978-3-451-27347-6
Book Section
Die Thurgauer Montessori-Bestrebungen [Montessori Endeavors in Thurgau]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Pages: 111-116
Christian Münster - Biographic sources, Europe, Marie Schaub - Biographic sources, Montessori method of education, Montessori schools, Switzerland, Western Europe
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Language: German
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
ISBN: 978-3-258-07092-6
Article
Montessōri kyōiku e no ayumi / モンテッソーリ教育への歩み [Steps to Montessori Education]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 6
Date: 1974
Pages: 127-135
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Language: Japanese
ISSN: 0913-4220
Article
Englische Montessori-Gesellschaften [English Montessori Societies]
Available from: HathiTrust
Publication: Zeitschrift für Pädagogische Psychologie und Experimentelle Pädagogik [Journal of Educational Psychology and Experimental Pedagogy], vol. 22, no. 5/6
Date: 1921
Pages: 202
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Language: German
Article
Kodomo-shi no naka no montessōri / 子ども史の中のモンテッソーリ [Montessori and the History of the Child]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 26
Date: 1994
Pages: 47-57
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Language: Japanese
ISSN: 0913-4220
Article
Rates of Chronic Absenteeism in Montessori and Non-Montessori Title 1 Schools
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 8
Date: 2023
Americas, Comparative education, Montessori method of education - Evaluation, North America, School attendance, United States of America
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Abstract/Notes: In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. We use multilevel modeling to answer this question, following an approach proposed in Author et al., (in press) for analyzing racial disparities in count outcomes. We identified a sample of Title 1 Montessori and non-Montessori schools using propensity score matching and data from the Civil Rights Data Collection. We did not observe significant differences in average overall rates of chronic absenteeism across school types, nor in average racial disparities in the rates of chronic absenteeism between Black and White or Hispanic and White students, though Montessori schools had slightly lower average rates for White students. We discuss shortcomings in the way chronic absenteeism data is collected, and how these shortcomings do not allow researchers to answer questions about why students are chronically absent, thereby limiting intervention work.
Language: English
DOI: 10.3389/feduc.2023.1059071
ISSN: 2504-284X
Article
Die Montessori-Schulklasse Beweist Sich [The Montessori School Slass Proves Itself]
Available from: Europeana Newspaper Archive
Publication: Berliner Tageblatt (Berlin, Germany)
Date: Sep 4, 1926
Pages: 5
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Language: German
ISSN: 0340-1634
Master's Thesis
Circle Time Norms in Early Childhood Montessori Programs: A Survey of Montessori Teachers Across the United States
Available from: MINDS@UW River Falls
Americas, Montessori method of education, Montessori method of education - Teachers, North America, Rituals, Teachers, Three-hour work cycle, United States of America, Work periods
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Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.
Language: English
Published: River Falls, Wisconsin, 2021
Doctoral Dissertation (Ed.D.)
A Comparison of Academic Achievement of Montessori and Non-Montessori Students in a Public School Setting
Available from: Florida International University
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Abstract/Notes: Relationships between academic achievement and type of curriculum delivery system, Montessori or traditional, in a diverse group of learners from a public school district were examined in this study. In a repeated measures, within subjects design, students from an elementary Montessori program were paired with agemates from a traditional group on the basis of similar Stanford Achievement Test Scores in reading or math during the baseline year. Two subsequent administrations of the Stanford were observed for each subject to elucidate possible differences which might emerge based on program affiliation over the three year duration of the study. Mathematics scores for both groups were not observed to be significantly different, although following the initial observation, the Montessori group continued to produce higher mean scores than did the traditional students. Marginal significance between the groups suggests that the data analysis should continue in an effort to elucidate a possible trend toward significance at the .05 level. Reading scores for the groups demonstrated marginally significant differences by one analytical method, and significant differences when analyzed with a second method. In the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group. Recommendations included tracking subsequent administrations of the Stanford Achievement Test for all pairs of subjects in order to evaluate emerging trends in both subject areas.
Language: English
Published: Miami, Florida, 1999
Article
Musik im Montessori-Diplom-Lehrgang [Music in the Montessori diploma course]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 61, no. 1
Date: 2023
Pages: 172-175
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Language: German
ISSN: 0944-2537