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Article
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
Date: 1987
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
Middle School Students' Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Article
A Montessori School in the Country [West Acre Montessori School, Norfolk]
Publication: Montessori Quarterly, vol. 33
Date: 1988
Pages: 7–9
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Language: English
Article
Special Education Featured at Montessori School in Philadelphia [New Path Montessori School]
Publication: The National Montessori Reporter, vol. 2, no. 1
Date: Feb 1978
Pages: 1, 6
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Language: English
Article
School Focus: Plenty Valley Montessori School [Diamond Creek, Australia]
Publication: Montessori Matters
Date: 2001
Pages: 9–10
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Language: English
Article
How Montessori Appealed to a School Manager [St. Mary's Church School, Islington]
Publication: Montessori Notes, vol. 2, no. 2
Date: Mar 1935
Pages: 26
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Language: English
Article
Learning Through Movement: A Body Management Program for Pre-School and Elementary School Age Children
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 4
Date: Spring 1971
Pages: 5-10
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Language: English
ISSN: 0010-700X
Article
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 106, no. 4
Date: 2014
Pages: 1066-1079
African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
Language: English
DOI: 10.1037/a0036799
ISSN: 0022-0663, 1939-2176
Article
'The School Where the Children Live' [Hershey Montessori Farm School, Huntsburg, OH]
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 129–139
Erdkinder, Hershey Montessori Farm School (Huntsburg, Ohio), Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Multilingualism in a Montessori Preschool: A Study of Language Variability in a Linguistically Diverse Preschool Programme
Available from: IndianJournals
Publication: Journal of Exclusion Studies, vol. 9, no. 2
Date: 2019
Pages: 111-131
Asia, Bilingualism, India, Multilingualism, South Asia
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Abstract/Notes: This article is based on a study of an ‘English-medium’ preschool programme for underprivileged children. The diverse linguistic backgrounds of the teachers and students prompted an enquiry into how multiple languages would be negotiated in the setting and how comprehension, learning and communication would occur given that none of the children came from English-speaking homes. The article identifies and interprets key features of verbal language that were observed in the setting and articulates implications for educational practice.
Language: English
DOI: 10.5958/2231-4555.2019.00009.3
ISSN: 2231-4547, 2231-4555