Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1371 results

Article

✓ Peer Reviewed

Field Independence of Students at Maharishi School of the Age of Enlightenment and a Montessori School

Available from: SAGE Journals

Publication: Perceptual and Motor Skills, vol. 65, no. 2

Pages: 613-614

Montessori method of education

See More

Abstract/Notes: 82 subjects, ages 7 to 11 yr., from two private schools, Maharishi School of the Age of Enlightenment and a Montessori school, were given the Children's Embedded Figures Test. The 48 students of the former (20 boys, 28 girls, M age = 8.98 yr.), who practice the Transcendental Meditation program as part of their curriculum, scored significantly higher on field independence than the 34 Montessori school subjects (17 boys, 17 girls, M age = 8.60 yr.).

Language: English

DOI: 10.2466/pms.1987.65.2.613

ISSN: 1558-688X, 0031-5125

Book

The Parent-Centered Early School: Highland Community School of Milwaukee

Available from: Taylor and Francis Online

See More

Abstract/Notes: In May, 1991, the newly chosen Milwaukee Public Schools Superintendent, Dr. Ho,vard Fuller, visited Highland Community School. His main question to parents and staff assembled to greet him was, "What lessons can we public school people learn from you?" Highland people had cogent ideas to pass on to him. This book is a more formal response in which I hope the hundreds of people who have continuously created Highland in its first twenty-five years speak through me in answer to him and to his colleagues elsewhere in public education. Highland began in late 1968, and by 1994 was one of only ten schools in the entire country to qualify for state-financed vouchers to independent urban schools. It is small: about seventy ethnically and economically diverse students aged two-and-a-half to ten years, three teachers and three assistants, a full-time executive director, and three part-time helpers, including a parent coordinator. One of the teachers doubles as principal. Annual expenditures per pupil are about $2,800. The curriculum is Montessori-based. The building is a century-old mansion. The school is governed by a nine-member parent board of directors and helped, primarily in fund-raising, by an advisory group of trustees. It is located in Milwaukee's Near West Side, an economically depressed and violent neighborhood (Jeffrey Dahmer's apartment, since razed, was only five blocks from the school). This is the story of a small school. Faced with the vastness of urban decay and its impact on educational institutions, the reader might question whether describing and analyzing this diminutive organization has any relevance to urban education. Despite differences between it and stereotypical urban public schools, however, it brings a message to American education much more important than its size seems to warrant. Its size is precisely the point. Change nucleates and incubates in small settings. Our huge society conditions us to think in terms of large numbers, sweeping change, vast federal programs. Government may be able to create contexts for change, but the changes themselves have to be brought about where individuals assemble to meet their mutual needs. Whether their relationships will be harmonious and productive, or acrimonious and dysfunctional, depends on how the organization is structured and what spirit has been breathed into it. This book fleshes out the organizational and attitudinal reasons that Highland works so well and what public education can learn from this small inner-city educational oasis. As a framework for the organization of this study, let us first review factors that research has revealed make a school effective.

Language: English

Published: New York, New York: Garland, 1997

Edition: 1st

ISBN: 978-1-315-05106-2

Series: Studies in Education and Culture , 10

Article

✓ Peer Reviewed

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

See More

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: 0022-0663, 1939-2176

Article

Teaching Permaculture in a School Garden: The Greensboro Montessori School

Publication: The Permaculture Activist, no. 53

Pages: 31-33

See More

Abstract/Notes: Greensboro, North Carolina.

Language: English

ISSN: 0897-7348

Article

New Nashville School Using Student Uniforms [Hull-Jackson Montessori School]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 2

Pages: 30

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Montessori Milestones [Sandra Sommer; Patricia Dorton; Claremont School, Annandale, VA; University Montessori School, Irvine, CA; Kerry Raines Lydon; Peggy Loeffler; Earth Day; teacher education scholarships]

Publication: Montessori Life, vol. 1, no. 1

Pages: 29–30

See More

Language: English

ISSN: 1054-0040

Article

Junior High School Students Search for Roots in Italy [Santa Barbara, CA, Montessori School]

Publication: AMI/USA News, vol. 13, no. 4

Pages: 5

See More

Language: English

Article

Bluffview Montessori School in Winona, Minnesota–The Nation's First Montessori Charter School

Publication: AMI/USA News, vol. 6, no. 2

Pages: 12

See More

Language: English

Article

Scuola speciale e scuola integrata [Special school and integrated school]

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 24, no. 6

Pages: 3-5

Children with disabilities, Inclusive education, Marziola Pignatari - Writings, Montessori method of education, Special education

See More

Language: Italian

ISSN: 0042-7241

Article

AMS2010-nen zenkoku taikai sanka to Horizon Montessori School e no hōmon / AMS2010年全国大会参加とHorizon Montessori Schoolへの訪問 / AMS 2010 National Conference and Visiting Horizon Montessori School

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 43

Pages: 152-156

Asia, East Asia, Japan

See More

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Advanced Search