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Article
Long-Distance Learning, a Spring Time Adventure [Amarillo Montessori Academy, TX; Sage Montessori School, Los Alamos, NM]
Publication: The National Montessori Reporter
Date: 1988
Pages: 16
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Language: English
Article
Our Long, Winding Road to Multiage Classrooms
Available from: ERIC
Publication: School Administrator, vol. 62, no. 3
Date: Mar 2005
Pages: 24
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Abstract/Notes: As teachers and schools are held more accountable for students passing the tests within a designated time frame, the pressure on teachers requires them to work and plan smarter. It takes incredibly talented and dedicated teachers to pull off the multiage program while still meeting all of the state's testing requirements. Educators must continue to work with lawmakers so they understand that teaching and testing with no regard to a child's developmental stage is not a true measure of a student's ability. This article describes a pilot grade 5/6 mutiage classroom. The class was a heterogeneous group. The teacher developed a two-year-long plan to teach her students.
Language: English
ISSN: 0036-6439
Conference Paper
Immediate, Short-Term and Long-Range Effects of Five Preschool Programs for Disadvantaged Children
Annual Meeting of the American Educational Research Association (Toronto, Canada)
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Abstract/Notes: Reported are findings of a longitudinal study on the differential effects of five preschool programs on comparable groups of 4-year-old disadvantaged children. Descriptions are given for the five preschool programs studied: the Bereiter-Engelmann program, which involves intensive oral drill in verbal and logical patterns; the Karnes Ameliorative program, a psycholonguistic model derived from the Illinois Test of Psycholinguistic Abilities; the community integrated program, which provided a traditional nursery school experience sponsored by community groups; the Montessori program, which provided a prepared environment and a program structured around the prescribed manner in which the child learned from materials; and a traditional preschool or nursery program. Included in a summary of findings were that no statistically significant differences were found among groups on the Wechsler Intelligence Scale for Children 10 years later; that Student Interview data revealed no difference in the child's self concept of school performance across interventions; and that Locus of Control scores were found to be significantly related to Binet IQ scores for all Ss. (SBH)
Language: English
Pages: 25
Book
A Long Letter to Montessorians in America in Answer to Some of the Many Questions I Receive
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Abstract/Notes: Reprinted in Montessori Life, v. 19, no 1 (2007): 50-51.
Language: English
Published: Amsterdam, The Netherlands: M. J. Portielje, 1963
Report
Outcomes for Students in a Montessori Program: A Longitudinal Study of the Experience in the Milwaukee Public Schools
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Language: English
Published: Alexandria, Virginia, 2003
Report
The Longitudinal Assessment Study (LAS): Eighteen Year Follow-Up. Final Report.
Available from: ERIC
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Language: English
Published: Portland, Oregon, 2003
Report
Looping: Supporting Student Learning through Long-Term Relationships
Available from: ERIC
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Abstract/Notes: Looping refers to the increasingly common practice of keeping groups of students together for two or more years with the same teacher. This booklet, first in a series of "Themes in Education" provides information on the educational practice of looping and includes selected current references on the topic. The booklet outlines the history of this practice, delineates its operating principles, differentiates looping from multi-age placement, and describes the academic and social benefits of the practice. Using a question and answer format, the booklet also answers questions commonly asked by parents, students, teachers, and administrators about looping. The booklet concludes with a description of the responsibilities and mission of the Northeast and Islands Regional Educational Laboratory at Brown University. Contains 32 references. (KB)
Language: English
Published: Providence, Rhode Island, 1997
Video Recording
Montessori Education: The Doorway to Life Long Learning
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Abstract/Notes: Montessori students of all ages at Post Oak School in Houston, Texas, interact with Montessori materials, with their teachers, and with each other. The reflections of the interviewed adolescents and teachers are juxtaposed and correlate with the research conclusions.
Runtime: 11 minutes
Language: English
Published: Burton, Ohio, 2004
Conference Paper
Montessori and Responsive Environment Models: A Longitudinal Study of Two Preschool Programs, Phase Two
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, United States of America
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Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)
Language: English
Pages: 45
Blog Post
New Research Highlights The Long-Term Benefits Of A Montessori Education
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Abstract/Notes: Montessori children turn into happy adults, suggests a new study.
Language: English
Published: Dec 28, 2021