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Article
A Proposed Individualized Writing/Reading Program for Young Children, Based on Their Interest in Food and on the Pedagogical Principles Derived from the Work of Edward Seguin, Maria Montessori and Contemporary Developmental Theorists
Publication: American Montessori Society Bulletin, vol. 12, no. 2
Date: 1974
Pages: 1-15
Literacy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Nancy McCormick Rambusch - Writings, Édouard Séguin - Biographic sources, Édouard Séguin - Philosophy
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Language: English
ISSN: 0277-9064
Article
Moving Toward Wellness
Available from: AMI/USA
Publication: AMI/USA Journal, vol. 10, no. 1
Date: Spring 2022
Pages: 11-12
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Abstract/Notes: Well-being is a universal human aspiration. Still, life increasingly demands a more concrete and mindful approach to wellness. Habits that help improve our physical, emotional and mental health can be learned, but teaching them, like building a muscle, takes intentionality...
Language: English
Article
Toward the Ultimate Goal of Peace: How a Montessori Education at the High School Level Supports Moral Development Through Study and Social Life
Publication: AMI Journal (2013-), vol. 2013, no. 1-2
Date: 2013
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Nature, Morality and the Adolescent: Toward the Pursuit of Human Solidarity
Publication: AMI Journal (2013-), vol. 2013, no. 1-2
Date: 2013
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Language: English
ISSN: 2215-1249, 2772-7319
Doctoral Dissertation
A Comparison of Student Achievement, Student Self-Concept, and Parental Attitude Toward Traditional and Montessori Programs in a Public School Setting
Available from: University of North Texas Digital Library
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Abstract/Notes: This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district. Academic pretest and posttest data include scores on the Bilingual Syntax Measure, Metropolitan Readiness Tests, California Achievement Tests, and the Iowa Test of Basic Skills. The McDaniel-Piers Young Children's Self Concept Scale and the Parent Opinion Survey were also administered. A two-way analysis of covariance was used to analyze pretest and posttest academic achievement and self-concept scores, and to test for possible interaction between the programs and the sex variable. The pretest score was used as the covariate. The means of both parent groups were analyzed using the t test for two independent samples. The .05 level of significance was used to test each hypothesis. First-grade traditional students had significantly higher academic achievement scores than first-grade Montessori students. A significant interaction effect at the first-grade level revealed that traditional males had the highest adjusted mean score for academic achievement and Montessori males had the lowest adjusted mean score. Second-grade traditional students showed a significant increase over second-grade Montessori students in self-concept. No significant difference was found in the attitude of parents of students enrolled in both programs. Conclusions based on this investigation are that more similarities than differences are evident between the two programs, differences in academic achievement and interaction effects and sex appeared at only one grade level, differences in self-concept appeared at only one grade level, and parent attitudes are similar. Recommendations include continuation of the Montessori program evaluation and replication using a larger population, different grade levels, and different socioeconomic levels.
Language: English
Published: Denton, Texas, 1982
Book Section
Montessori Forward: A Values-Informed Pedagogy, Practice, and Epistemology [Chapter 6]
Available from: Taylor and Francis Online
Book Title: New Pathways in Teacher Preparation and Certification: Perspectives on Alternative Teacher Education Methods
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Abstract/Notes: This chapter addresses the University of Hartford’s specific overarching work that (a) brings Montessori and non-Montessori educators together in the design and delivery of Montessori degree programs, (b) offers unique perspective from our enduring University and Montessori Partnership on implementation and assessment of bachelor and master degree programs, and (c) creates a generative space for practitioners and researchers to work together for application, improvement, and relevance of Montessori. These programs address teacher preparation, or guide training, from Infant through age 12 at this time, with ages 13–18 forthcoming.
Language: English
Published: New York, New York: Taylor & Francis, 2023
ISBN: 978-1-00-380242-6