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Master's Thesis (M.S.)
Academic Achievement Outcomes: Montessori and Non-Montessori Public Elementary Students
Available from: ProQuest - Dissertations and Theses
Academic achievement, Americas, Comparative education, Early childhood care and education, Elementary education, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: Within the realm of elementary public schools, several pedagogical models of early childhood education are practiced in the United States (Lillard, 2007). The constructivist approach to early childhood education is illustrative of best practices based on current theory. One model of constructivist early childhood education is the Montessori Method founded in the early twentieth century by Maria Montessori, an Italian physician (Montessori, 1912/1964). Though the Montessori Method is aligned with research-based best practices espoused by constructivism, there are relatively few public Montessori schools currently in the United States. A direct comparison is needed between the academic outcomes of public elementary school programs which implement the Montessori Method and those which implement a more traditional approach to early childhood education. The focus of this study is the academic achievement outcomes of Montessori public school students as compared to similar non-Montessori students.
Language: English
Published: Commerce, Texas, 2013
Article
What? No Grades? Understanding Academic Achievement in Montessori Classrooms
Publication: Tomorrow's Child, vol. 17, no. 1
Date: 2008
Pages: 5–8, 23, 26–27
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Language: English
ISSN: 1071-6246
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
A Great Achievement in Zaria [Nigeria]
Publication: LM Courier
Date: Jun 1983
Pages: 4–5
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
Article
Connecting Parental Support with Student Achievement
Available from: ProQuest
Publication: Montessori Life, vol. 27, no. 1
Date: Spring 2015
Pages: 9
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Language: English
ISSN: 1054-0040
Article
The Maria Montessori Lifetime Achievement Award
Publication: Montessori Life, vol. 7, no. 1
Date: 1995
Pages: 13
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Abstract/Notes: Speeches on presentation and acceptance of MACTE award to Rambusch, October 1994
Language: English
ISSN: 1054-0040
Article
Montessori Raises Achievement, Closes Gaps
Available from: MontessoriPublic
Publication: Montessori Public, vol. 2, no. 2
Date: Winter 2018
Pages: 22-23
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Abstract/Notes: [Angeline S.] Lillard's new study shows promising results with low-income children.
Language: English
Article
Achievement Equity in Public Montessori
Available from: MontessoriPublic
Publication: Montessori Public, vol. 1, no. 2
Date: Spring 2017
Pages: 11, 19
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Abstract/Notes: Adapting high performance charter techniques to fully implemented Montessori for educational equity.
Language: English
Article
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 3
Date: 2021
Pages: 243-251
Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.
Language: English
DOI: 10.31014/aior.1993.04.03.335
ISSN: 2621-5799, 2657-215X
Doctoral Dissertation (Ed.D.)
A Comparison of Academic Achievement for Seventh Grade and Eighth Grade Students from Montessori and Non-Montessori School Programs
Available from: ProQuest - Dissertations and Theses
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: The purpose of this study was to determine whether a difference exists between the academic progress of seventh and eighth grade students who attended Texas public Montessori schools and the academic progress of their peers who attended matched non- Montessori schools. Specifically, this study sought to determine whether students enrolled in Montessori programs had higher percentages of passing rates on state mandated criterion referenced tests than students enrolled in non-Montessori programs for early adolescents. Research questions were posed and corresponding research hypotheses were tested within the subject matter disciplines of reading and mathematics in the seventh grade and within the subject matter disciplines of reading mathematics, science, and social studies in the eighth grade. In all but one analysis, the Montessori students had higher passing percentages than non-Montessori students. Seventh grade Montessori students had higher passing percentages in math and higher passing percentages in reading. Eighth grade Montessori students had higher passing percentages on reading, science, math and social studies. The study provided evidence that Montessori programs for early adolescents produce favorable academic outcomes when compared with their matched non-Montessori counterparts in public schools.
Language: English
Published: Stephenville, Texas, 2011