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Article
Das Werk der Maria Montessori [The Achievements of Maria Montessori]
Available from: Heidelberg University
Publication: Das Neue Frankfurt: internationale Monatsschrift für die Probleme kultureller Neugestaltung, vol. 2, no. 11/12
Date: Nov/Dec 1928
Pages: 219-224
Article
Achievement Effects of the Nongraded Elementary School: A Best Evidence Synthesis
Available from: JSTOR
Publication: Review of Educational Research, vol. 62, no. 4
Date: Winter 1992
Pages: 333
Article
Comprehensive School Reform and Achievement: A Meta-Analysis
Available from: SAGE Journals
Publication: Review of Educational Research, vol. 73, no. 2
Date: Summer 2003
Pages: 125-230
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Abstract/Notes: Using 232 studies, this meta analysis reviewed the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as "whole-school" or "comprehensive" reforms. In addition to reviewing the overall achievement effects of comprehensive school reform (CSR), the meta analysis considered the specific effects of 29 of the most widely implemented models. It also assessed how various CSR components, contextual factors, and methodological factors associated with the studies mediate the effects of CSR. The analysis concludes that CSR is still an evolving field and that there are limitations on the overall quantity and quality of the research base. The overall effects of CSR, though, appear promising and the combined quantity, quality, and statistical significance of evidence from three of the models in particular set them apart from the rest. Whether evaluations are carried out by the developer or by third-party evaluators and whether these evaluators use one-group pre-post designs or control groups are especially important factors for understanding differences in CSR effects. Schools implementing CSR models for five years or more showed particularly strong effects, but the models benefited equally schools of higher and lower poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based models capable of bringing comprehensive reform to the nations schools. One appendix lists studies included in the meta analysis, and the other discusses CSR design characteristics. (Contains 1 figure, 5 tables, and 74 references.) (SLD) Also included in JSTOR: https://www.jstor.org/stable/3516091
Language: English
DOI: 10.3102/00346543073002125
ISSN: 0034-6543, 1935-1046
Article
Exploring Public Montessori Education: Equity and Achievement in South Carolina
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education
Date: Dec 15, 2023
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs.
Language: English
DOI: 10.1080/02568543.2023.2283202
ISSN: 0256-8543
Article
Achievement and Self-Concept in Multiage Classrooms
Publication: Educational Research Quarterly, vol. 6, no. 2
Date: 1981
Pages: 69-75
Academic achievement, Americas, Comparative education, Elementary education, Language arts, Mathematics education - Achievement, Nongraded schools, North America, Reading - Academic achievement, Self-perception, United States of America
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Abstract/Notes: Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction.
Language: English
ISSN: 0196-5042
Article
Montessori vs. Traditional Education in the Public Sector: Seeking Appropriate Comparisons of Academic Achievement
Available from: ERIC
Publication: Forum on Public Policy, vol. 2007, no. 2
Date: Spring 2007
Pages: 23 p.
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
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Abstract/Notes: Recent years have provided an interest on the part of public school systems regarding Montessori as an educational choice, often as a magnet school option. "No Child Left Behind" legislation emphasizes the social and learning needs of individual children as well as a national spirit of accountability for academic achievement, and the public sector is making a comprehensive examination of curriculum delivery systems which can provide benefits for all learners in quantifiable ways, most often in the form of standardized test scores which demonstrate improved student achievement. This study examines the relationship of public Montessori education expressed as Stanford Achievement Test scores in reading and math in comparison with similar scores for students in traditional programs, using a within subjects, matched pairs design of repeated measures over a three year period. Math scores for the groups were not observed to be significantly different, although, following the initial observation, the Montessori group continued to produce increasingly higher mean scores than the traditional students. Marginal significance between the groups suggests that the data analysis should continue to elucidate a possible trend toward significance. Reading scores for the groups demonstrated significant differences, and in the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group.
Language: English
ISSN: 1556-763X, 1938-9809
Article
The Impact of Using Activities Based on the Montessori Approach in Science in the Academic Achievement of Fourth Grade Students
Available from: International Journal of Instruction
Publication: International Journal of Instruction, vol. 12, no. 2
Date: Apr 2019
Pages: 695-708
Academic achievement, Montessori method of education, Science - Study and teaching
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Abstract/Notes: This study investigated the effect of using activities based on the Montessori approach in science academic achievement of the fourth grade students. A quasiexperimental design was used wherein the students were equally divided into two groups: the experimental and the control group. Both groups consisted of 31 students. To achieve the aim of the study, Montessori Hall has been set up with six dimensions, and each corner has several shelves comprised different materials used for conducting the science activities. In addition, a teacher guide was prepared to be used by the teacher to implement the Montessori approach for the experimental group. Finally, an achievement test that consisted of seven multiple choice questions (MCQs) and five short answer questions was constructed and administered to both study groups. The results of the study indicated that there were statistically significant differences at the level of significance (P ≤ 0.05) between the mean values of the experimental and the control groups in the academic achievement in favor of the experimental group. In light of the study results, the study recommends holding training workshops for teachers on how to use the Montessori approach in teaching science classes.
Language: English
ISSN: 1308-1470, 1694-609X
Article
A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools
Available from: JSTOR
Publication: Journal of Negro Education, vol. 86, no. 4
Date: 2017
Pages: 439-448
Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America
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Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.
Language: English
DOI: 10.7709/jnegroeducation.86.4.0439
ISSN: 0022-2984, 2167-6437
Article
Working Memory and Executive Functions: Effects of Training on Academic Achievement
Available from: Springer Link
Publication: Psychological Research, vol. 78, no. 6
Date: Nov 2014
Pages: 852-868
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Abstract/Notes: The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering from cognitive and academic deficits as well as in healthy students. Transfer of training to mathematical abilities seemed to be very limited and to depend on the training regime and the characteristics of the study sample. A core issue in training research is whether high- or low-achieving children benefit more from cognitive training. Individual differences in terms of training-related benefits suggested that process-based working memory and executive control training often induced compensation effects with larger benefits in low performing individuals. Finally, we discuss the effects of process-based training in relation to other types of interventions aimed at improving academic achievement.
Language: English
DOI: 10.1007/s00426-013-0537-1
ISSN: 0340-0727
Article
Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children
Available from: Taylor and Francis Online
Publication: Reading Psychology, vol. 25, no. 1
Date: 2004
Pages: 1-17
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Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.
Language: English
DOI: 10.1080/02702710490271800
ISSN: 0270-2711