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Master's Thesis (M. Ed.)
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: Library and Archives Canada
Mathematics education, Montessori method of education - Evaluation
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized, particularly in the area of Montessori education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3 to 5-years-old were selected and randomly placed in one of two groups. The experimental treatment was an "in-house" music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. This program was designed from appropriate early childhood educational pedagogies and was sequenced in order to teach concepts of pitch, dynamics, duration, timbre, and form. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 to determine if the independent variable, music instruction had any effect on students' mathematics test scores, the dependent variable. The results showed that subjects who received music enriched Montessori instruction had significantly higher mathematics scores. When compared by age group, 3 year-old students had higher scores than either the 4 or 5 year-old children.
Language: English
Published: Windsor, Ontario, Canada, 2005
Article
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 3, no. 1
Date: 2007
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.
Language: English
DOI: 10.21977/D93110059
ISSN: 1932-7528
Article
Sweet Music for the Deaf
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 22–23
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Language: English
ISSN: 0959-4108
Book Section
The Montessori Method and the Education of the Deaf
Book Title: Montessori and the Special Child
Pages: 90-96
Deaf, Deaf children, Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: New York: Putnam's sons, 1969
Article
The Montessori Method Applied to Deaf Children
Publication: NAMTA Quarterly, vol. 7, no. 3
Date: Summer 1982
Pages: 40-43
Children with disabilities, Deaf, Deafness in children, Inclusive education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Includes photographs.
Language: English
Article
Why Montessori for Deaf Children?
Publication: NAMTA Quarterly, vol. 6, no. 2
Date: 1981
Pages: 28-31
Children with disabilities, Deaf, Deaf children - Education, Deaf students, Inclusive education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Versuch einer Anwendung der Montessori-Methode im Taubstummenkindergarten [Attempt to use the Montessori method in the deaf-mute kindergarten]
Publication: Blätter für Taubstummenbildung, vol. 46
Date: 1933
Pages: 211-213
Children with disabilities, Deaf, Europe, Germany, Montessori method of education - Criticism, interpretation, etc., People with disabilities, Western Europe
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Language: German
Article
Normalizing the Deaf Child
Publication: NAMTA Quarterly, vol. 6, no. 1
Date: 1980
Pages: 10-15
Children with disabilities, Deaf, Inclusive education, Montessori method of education, Normalization, North American Montessori Teachers' Association (NAMTA) - Periodicals, People with disabilities
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Language: English
Article
Anna R. Margulies, Educator, Is Dead; She Founded and Headed Montessori (Later Ann-Reno) School Here, Taught Deaf to Speak
Publication: New York Times (New York, New York)
Date: Jul 8, 1929
Pages: 12
Americas, Anna R. Margulies - Biographic sources, Children with disabilities, Deaf, Inclusive education, Montessori method of education, North America, Obituaries, People with disabilities, United States of America
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Language: English
ISSN: 0362-4331
Article
The Montessori System and Our American Schools for the Deaf
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 76, no. 7
Date: Aug 22 1912
Pages: 176
Americas, Children with disabilities, Deaf, Deaf children - Education, Deaf students, Deafness in children, Inclusive education, Montessori method of education, North America, United States of America
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Language: English
ISSN: 0022-0574, 2515-5741