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Article
A Class of Special Character [Montessori school-within-a-school, Arthur Street School, Dunedin]
Publication: Montessori NewZ, vol. 4
Date: Dec 1996
Pages: 9
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Language: English
Article
"My Name Is Sally Brown, and I Hate School!": A Retrospective Study of School Liking Among Conventional and Montessori School Alumni
Available from: Wiley Online Library
Publication: Psychology in the Schools, vol. 60, no. 3
Date: Mar 2023
Pages: 541-565
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Abstract/Notes: School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that predicted higher school liking at each level. Because Montessori schools have many features that other literature suggests predict higher school liking, we purposely sampled Montessori alumni as well, and compared their schools' features for elementary school only (due to sample size). Moreover, we collected open-ended responses about what participants in both conventional and Montessori liked least about school, revealing what features of their school experiences might have led to less overall school liking. The unique contributions of this study are (1) showing how a wide range of school features predict recalled school liking, (2) examining data for all school levels using a single sample of participants, and (3) comparing recalled school liking and its predictors across conventional and Montessori schools. The sample included 630 adults, of whom 436 were conventional school alumni and 187 were Montessori alumni (7 participants did not report school type). Participants' mean age was 35.8 years (SD = 10.53, range = 19–77), and 53% were female. Participants were recruited online, and they responded to Qualtrics surveys about school liking, school features, and their demographics. School liking overall was tepid, and was highest in elementary and lowest in middle school. For all participants, recalling a sense of community and interest in schoolwork were most strongly associated with school liking. Adults who attended schools which emphasized studying topics of personal interest and rewards for positive behavior also liked school more. Montessori school alumni reported higher school liking and that learning was what they liked most about school; by contrast, conventional school alumni most liked seeing friends. Levels of school liking, as recalled by adults, are low overall, but are higher in elementary school and higher amongst those who recall their schools as having stronger community, catering more to student interest, and rewarding positive behavior. In addition, school liking was higher among people who attended Montessori schools. Further research could extend to a cross-sectional study of children currently enrolled in different types of schools.
Language: English
DOI: 10.1002/pits.22777
ISSN: 0033-3085, 1520-6807
Book
Why an Ungraded Middle School. Chapter 1, How to Organize and Operate an Ungraded Middle School. Successful School Administration Series
Available from: ERIC
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Abstract/Notes: Experience of the Liverpool Middle School, Liverpool, New York, provides a rationale for organizing school systems to include ungraded middle schools. If, as evidence indicates, today's youth are maturing earlier, are more sophisticated, and are capable of greater accomplishment, then the traditional grade 7-8-9 arrangement does not meet the needs of ninth grade students while elementary schools can not meet the needs of sixth grade students. It is felt that grouping students by grades 6, 7, and 8 in the middle school aided solution of this problem. By introducing a multi-age grouping of students for each subject, each student's unique qualities and individual capabilities were recognized and given full educational advantage. This ungraded system required curriculum reform and flexible scheduling which were implemented along with a system of team teaching. Problems of team isolation, friction within teams, curriculum oriented outlooks, unwillingness to regroup students, and lack of evaluation of innovations were being solved. Progress made with the middle school concept indicates its viability. (TT)
Language: English
Published: [S.I.]: Prentice-Hall, Inc, 1967
Article
Primary Schools [Stepping Stones, North Western, Southside Primary School, Forestville Montessori School]
Publication: Montessori Matters, no. 1
Date: 1985
Pages: 7
Australasia, Australia, Australia and New Zealand, Montessori schools, Oceania
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Language: English
Article
Berkeley [California] Proposal: Turn Private Montessori into Public School
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 4
Date: Summer 1990
Pages: 19
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Language: English
ISSN: 1071-6246
Article
John Dewey y María Montessori [John Dewey and Maria Montessori]
Available from: Biblioteca Digital Casa de la Cultura de Ecuador (CCE)
Publication: Revista Ecuatoriana de Educación, vol. 6, no. 23
Date: Sep/Oct 1952
Pages: 3-8
Americas, Ecuador, Latin America and the Caribbean, South America
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Language: Spanish
Article
Kaksi pedagogista elämäntyötä: John Dewey e M. Montessori [The life work of two pedagogues: John Dewey and M. Montessori]
Publication: Kasvatus ja koulu (Jyväskylän Yliopisto. Kasvatustieteiden tutkimuslaitos) [Education and school (University of Jyväskylä. Institute of Educational Sciences)], no. 1
Date: 1953
Pages: 1-13
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Language: Finnish
ISSN: 0783-1552
Article
Moving Out with Montessori [John P. Blessington, Delores Erby, Barbara Grosch, Pauletta Hansel, Alix Harper, Kit Johnson, Kathryn Carey Jones and Patti Tepper-Rasmussen, Roxanne Rhoades, Sheri Schlongberger, Terre Stout]
Publication: Montessori Life, vol. 4, no. 2
Date: 1992
Pages: 28–34
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Language: English
ISSN: 1054-0040
Article
Shady Oaks in California [Montessori Children's House of Shady Oaks, Redding, California]
Publication: Montessori Observer, vol. 6, no. 5
Date: May 1985
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Districts Feeling Pinch, Pressure Montessori Schools [Dixon, California; Cleveland, Ohio; Dallas, Texas; Hollywood, Florida; Kansas City, Missouri; San Francisco, California; DeKalb County, Georgia]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 22, no. 3
Date: Spring 2010
Pages: 26
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Language: English
ISSN: 1071-6246