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398 results

Article

✓ Peer Reviewed

Studying Students in Montessori Schools

Available from: AAAS - Science

Publication: Science, vol. 315

Pages: 596-597

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Abstract/Notes: In their education forum "Evaluating Montessori education" (29 Sept., p. 1893), A. Lillard and N. Else-Quest do not consider that differential peer influences between their test and control groups of students may contribute to the differences they observed. The authors controlled for parental effects by examining only students whose parents had entered a lottery for entry into a Montessori school. However, the students who were unable to attend the Montessori school because their parents "lost" the lottery were dispersed to traditional schools, where they would have been educated with a majority of peers whose parents did not enter the lottery at all. The differences they found in the academic and behavioral performance of students in Montessori and traditional schools may not reflect the superiority of the former educational approach, but the negative effect of peer relationships in the latter.

Language: English

DOI: 10.1126/science.315.5812.596b

ISSN: 0036-8075, 1095-9203

Article

✓ Peer Reviewed

Multi-Age Classes and High Ability Students

Available from: JSTOR

Publication: Review of Educational Research, vol. 69, no. 2

Pages: 187-212

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Abstract/Notes: Reviews research on multiage classroom organization as an option for high-ability students. Studies of cognitive and affective factors have consistently shown positive effect sizes. Discusses conditions under which positive effects are most likely and explores multiage classes as an alternative for high-ability children. (Contains 85 references.) (SLD)

Language: English

ISSN: 0034-6543, 1935-1046

Article

✓ Peer Reviewed

Montessori Mathematics for Students with Pervasive Developmental Disorder - Not Otherwise Specified

Available from: Universitas Muhammadiyah Tangerang

Publication: Prima: Jurnal Pendidikan Matematika, vol. 6, no. 1

Pages: 30-39

Developmentally disabled children, Mathematics education, Montessori method of education

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Abstract/Notes: Montessori is a learning method that uses the surrounding environment as a learning resource. This research is aimed at describing how the Montessori method is applied to Mathematics for students who survive Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The research method used is descriptive qualitative. The research subjects were PDD-NOS grade V SD students in inclusive schools. The research instruments were documentation, observation, and interviews. The results showed that students with PDD-NOS who have delays in communication can more easily accept mathematics learning using the Montessori method. This is supported by the Montessori concept which allows PDD-NOS students to use lego in learning fractions.

Language: English

DOI: 10.31000/prima.v6i1.5300

ISSN: 2580-2216

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

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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

Article

✓ Peer Reviewed

Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment

Available from: Universitas Lancang Kuning (Indonesia)

Publication: REiLA: Journal of Research and Innovation in Language, vol. 2, no. 2

Pages: 76-84

Asia, Australasia, Classroom environments, Southeast Asia, Southeast Asia

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Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.

Language: English

DOI: 10.31849/reila.v2i2.3165

ISSN: 2685-3906

Article

✓ Peer Reviewed

Lösen Montessori-Schüler_innen Mathematikaufgaben besser als solche des traditionellen Schulsystems? [Do Montessori students solve math problems better than those in the traditional school system?]

Available from: Hogrefe

Publication: Lernen und Lernstörungen, vol. 10, no. 2

Pages: 115-115

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Language: German

DOI: 10.1024/2235-0977/a000335

ISSN: 2235-0977

Article

✓ Peer Reviewed

High School Outcomes for Students in a Public Montessori Program

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 22, no. 2

Pages: 205-217

Americas, North America, Public Montessori, United States of America

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Abstract/Notes: The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.

Language: English

DOI: 10.1080/02568540709594622

ISSN: 0256-8543, 2150-2641

Article

✓ Peer Reviewed

Comparison of the Place Value Understanding of Montessori Elementary Students

Available from: Taylor and Francis Online

Publication: Investigations in Mathematics Learning, vol. 1, no. 1

Pages: 1-26

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Abstract/Notes: Schools following the Montessori philosophy use individual and small-group teaching methods and hands-on, concrete materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing interview task responses of 93 students in grades 1-3 in a Montessori school (n = 47) and in a mostly traditional comparison school (n = 46). Data analysis revealed statistically significant differences favoring the Montessori students on conceptual tasks when grade 1 and all grades were compared. No statistically significant differences were found on procedural tasks between schools at any grade level or overall.

Language: English

DOI: 10.1080/24727466.2008.11790278

ISSN: 1947-7503, 2472-7466

Article

✓ Peer Reviewed

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

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

✓ Peer Reviewed

Determining and Comparing the Effect of Traditional and Montessori Methods on Perceptual Motor Activities of Elementary School Students

Available from: Journal of Motor and Behavioral Sciences (Iran)

Publication: Journal of Motor and Behavioral Sciences, vol. 3, no. 3

Pages: 303-312

Asia, Iran, Middle East, South Asia

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Abstract/Notes: The purpose of this study is to determine and compare the effect of traditional and Montessori methods on perceptual motor activities of elementary school students. This research is applied in terms of purpose and semi-experimental in terms of implementation. Abad forms. The sample size in this study was selected using G-POWER software and the sample size was 36 people. It is necessary that three groups of 12 people are selected randomly from them. In this study, there are three groups of 12 people for research, one of which is the Montessori training program; In the second group, the traditional training program and the third group as a research control group, in which the two experimental groups performed the necessary training sessions for 8 weeks and 3 sessions per week. In both traditional and Montessori groups, the changes in pre-test and post-test are significant and this means that both Montessori and traditional methods have been able to improve students' balance. The results showed that the Montessori group had the greatest impact on fine motor skills. Also, the traditional training group was able to create a significant difference with the control group.

Language: Persian

ISSN: 2645-7806

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