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476 results

Article

The Freeing of 'Otello the Terrible': A Montessori Story Embodying the Great Italian Teacher's Basic Message to American Mothers - 'Free Your Child'

Available from: HathiTrust

Publication: Delineator, vol. 83, no. 4

Pages: 14

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Language: English

Article

American Students Enrolled in Rome

Publication: New York Times (New York, New York)

Pages: IV-5

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Language: English

ISSN: 0362-4331

Article

The Montessori Method and the American Kindergarten

Available from: HathiTrust

Publication: McClure's Magazine, vol. 40, no. 1

Pages: 77-82

Americas, Ellen Yale Stevens - Writings, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

Article

American Notes - Editorial

Available from: HathiTrust

Publication: Education (Boston), vol. 34, no. 5

Pages: 328-329

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Abstract/Notes: This article is also referred to as "Essence of the Montessori Method".

Language: English

Book

Proceedings of the 1963 American Montessori Society National Seminar

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Language: English

Published: New York: American Montessori Society, 1963

Book

Latin American Woman: Historical Perspectives

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Language: English

Published: Wesport: Greenwood Press, 1978

Book Section

Montessori and Traditonal American Nursery Schools: How They Are Different, How They are Alike

Book Title: Early Childhood Education Rediscovered

Americas, Benjamin M. Spock - Writings, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

Published: New York: Holt, Rinehart, and Winston, 1968

Article

Why Montessori Education Today?: One American's Viewpoint

Publication: Montessori Kyōiku [Montessori Education], no. 14

Pages: 86-94

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Language: Japanese

ISSN: 0913-4220

Archival Material Or Collection

Mary Bethune Montessori Day Care Center, 444 University, St. Paul

Available from: Minnesota Historical Society

African American children, African American community, African Americans, Americas, Montessori schools, North America, United States of America

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Language: English

Extent: 1

Article

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 106, no. 4

Pages: 1066-1079

African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Language: English

DOI: 10.1037/a0036799

ISSN: 1939-2176, 0022-0663

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