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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
Realizacja podmiotowości we współpracy z rodzicami w montessoriańskich przedszkolach publicznych i niepublicznych – raport z badań
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 11, no. 2(40)
Date: 2016
Pages: 151-169
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Abstract/Notes: Abstrakt Przedmiotem przeprowadzonych badań była realizacja idei podmiotowego traktowania rodziców dzieci uczęszczających do przedszkoli publicznych i niepublicznych opartych na koncepcji pedagogicznej M. Montessori. Ich celem było zdiagnozowanie aktualnej sytuacji dotyczącej współpracy przedszkola z rodzicami w wymiarze instrumentalnym i decyzyjnym oraz przepływu informacji. Problemem głównym stało się pytanie: W jaki sposób montessoriańskie przedszkola publiczne i niepubliczne realizują podmiotowe podejście we współpracy z rodzicami dzieci? Pytanie to zostało uszczegółowione o kwestię: oceny form i sposobów komunikowania się z rodzicami przez nauczycieli, możliwości współuczestnictwa decyzyjnego i instrumentalnego. W celu zebrania opinii rodziców zastosowano sondaż diagnostyczny z techniką ankiety. Badaniami objęto rodziców dzieci, które uczęszczały do przedszkola przynajmniej przez jeden rok, w czterech celowo wybranych placówkach wychowania przedszkolnego, realizujących koncepcję edukacyjną opracowaną przez M. Montessori. Wśród nich były dwie placówki niepubliczne i dwie publiczne z trzech miast: z Krakowa, Białegostoku i Tychów. Badania zostały przeprowadzone w roku szkolnym 2014/2015. Otrzymane wyniki wskazują, że w badanych przedszkolach realizowane są kryteria partycypacji rodziców w pracy placówek. Są oni informowani o koncepcji filozoficznej, pedagogicznej i organizacyjnej przedszkola. Pozytywnie ocenili przepływ informacji na temat rozwoju dzieci. Kwestia współdecydowania o pracy przedszkola jest regulowana statutem przedszkola. W niektórych sprawach nauczyciele powinni bardziej konsultować się z rodzicami oraz uświadamiać ich o swoich działaniach wychowawczych w celu wypracowania jednolitego oddziaływania na dziecko i budowania zaufania.
Language: Polish
DOI: 10.14632/eetp.2016.11.40.151
ISSN: 1896-2327, 2353-7787
Article
Predominantly Black Institutions and Public Montessori Schools: Reclaiming the "Genius" in African American Children
Available from: De Gruyter
Publication: Multicultural Learning and Teaching, vol. 13, no. 1
Date: 2018
Pages: Article 20170007
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Abstract/Notes: There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school districts looking to improve their educational outcomes. Predominantly Black Institutions (PBIs) can play a pivotal role by integrating Montessori education within their teacher preparation programs. As the demand for Montessori education increases there will be a need for more highly-qualified, culturally and linguistically diverse teachers who have the appropriate credentials and can implement the Montessori approach. Scientific research confirms that children who attend Montessori schools are advantaged academically, socially and emotionally. Communities such as Milwaukee and Chicago are now implementing Montessori education through public schools as part of school reform efforts making the educational approach more accessible to African American children.
Language: English
ISSN: 2161-2412
Article
High Stakes Testing and Student Perspectives on Teaching and Learning in the Republic of Ireland
Available from: Springer Link
Publication: Educational Assessment, Evaluation and Accountability, vol. 24, no. 4
Date: 2012
Pages: 283-306
Assessment, Europe, Ireland, Northern Europe, Perceptions
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Abstract/Notes: There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ‘good teaching’.
Language: English
DOI: 10.1007/s11092-012-9154-6
ISSN: 1874-8600, 1874-8597
Article
Parental Views of the Montessori Approach in a Public Greek Early Years Setting
Available from: Taylor and Francis Online
Publication: Education 3-13, vol. 50, no. 2
Date: 2022
Pages: 281-287
Europe, Greece, Montessori method of education, Montessori schools, Parent and child, Perceptions, Public Montessori, Southern Europe
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Abstract/Notes: According to Montessori, children learn more effectively when they discover knowledge on their own, through spontaneous exploratory learning and experiential approach to knowledge, focusing primarily on trusting the child and respecting his exceptional capabilities and skills. The Montessori educational approach was implemented in a public preschool setting in North Greece. Two years after the implementation of the Montessori approach, parents were invited to participate in focus groups interviews. According to parents’ views, children gained confidence in mathematics and reading stories by their own, cooperated more easily and resolved problems with maturity. The data indicates that in such an environment, the classroom becomes productive and the children individually give their personal interpretation of the information offered to them.
Language: English
DOI: 10.1080/03004279.2020.1849344
ISSN: 0300-4279, 1475-7575
Article
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 105, no. 11
Date: Nov 2015
Pages: 2283-2290
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Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Contesting the Public School: Reconsidering Charter Schools as Counterpublics
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 53, no. 4
Date: 2016
Pages: 919-952
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Abstract/Notes: Although technically open to all, charter schools often emphasize distinctive missions that appeal to particular groups of students and families. These missions, especially ones focusing on ethnic, linguistic, and cultural differences, also contribute to segregation between schools. Such schools raise normative questions about the aims of education. Are they a troubling retreat from an integrated public school system? Or are they new public spaces relevant to the needs of certain communities? Through a case study of one potentially counterpublic school, I describe how this school embodied aspects of public-ness. I argue that a counterpublic framework—in emphasizing shared decision making, expanded discursive space, and a publicist orientation—offers resources for considering under what circumstances distinctive schools might serve public goals.
Language: English
ISSN: 0002-8312, 1935-1011
Article
The Matching Game [Questions and answers: Training for public school teachers, evolution/creation]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 1
Date: Winter 1986
Pages: 28
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Language: English
ISSN: 0010-700X
Article
A Comparison of Montessori and Public School CTBS Scores
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 12, no. 3
Date: Summer 1985
Pages: 23–24
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Language: English
ISSN: 0010-700X
Article
Public Preschool Programs: More Than Standardizing Gestures Are Needed
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 5, no. 4
Date: Fall 1978
Pages: 24–26
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Language: English
ISSN: 0010-700X