Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1368 results

Article

Putting Life in an Old School [Littlewick Green Montessori School, Berkshire]

Publication: Montessori Courier, vol. 2, no. 3

Pages: 8–9

See More

Language: English

ISSN: 0959-4108

Article

✓ Peer Reviewed

Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori Schools vs. Business-as-Usual Schools

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 9, no. 1

Pages: 16-36

See More

Abstract/Notes: Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public Montessori schools in the northeastern United States at age 3; half were admitted and enrolled and the rest enrolled at other preschool programs. About half of the children were identified as White, and half were identified as African American, Hispanic, or multiracial. Children were tested in the fall when they enrolled and again in the subsequent three springs (i.e., through the kindergarten year) on a range of measures addressing academic outcomes, executive function, and social cognition. Although the Black, Hispanic, and multiracial group tended to score lower in the beginning of preschool in both conditions, by the end of preschool, the scores of Black, Hispanic, and multiracial students enrolled in Montessori schools were not different from the White children; by contrast, such students in the business-as-usual schools continued to perform less well than White children in academic achievement and social cognition. The study has important limitations that lead us to view these findings as exploratory, but taken together with other findings, the results suggest that Montessori education may create an environment that is more conducive to racial and ethnic parity than other school environments.

Language: English

DOI: 10.17161/jomr.v9i1.19540

ISSN: 2378-3923

Article

Montessori Milestones [Sandra Sommer; Patricia Dorton; Claremont School, Annandale, VA; University Montessori School, Irvine, CA; Kerry Raines Lydon; Peggy Loeffler; Earth Day; teacher education scholarships]

Publication: Montessori Life, vol. 1, no. 1

Pages: 29–30

See More

Language: English

ISSN: 1054-0040

Article

AMI School Celebrates a Newly Remodeled Facility [Flossmoor Montessori School, Flossmoor, IL]

Publication: AMI/USA News, vol. 11, no. 2

Pages: 3

See More

Language: English

Article

Montessori Elementary School Update: The South London Montessori School

Publication: Montessori Society Review, vol. 2

Pages: 4–5

See More

Language: English

Article

The Montessori Land School: The Root and Branch of Lake Country School

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2

Pages: 176–184

See More

Language: English

ISSN: 1877-539X

Article

To Transform a School: Turning Dreams into Reality [New Gate School, Sarasota, FL]

Publication: Tomorrow's Child, vol. 6, no. 3

Pages: 5–11

See More

Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach

Available from: IISTE - International Knowledge Sharing Platform

Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6

Pages: 167

Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia

See More

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Book

Hörgeschädigte in der Schule: Integration in Schule und Freizeit [Hearing Impaired in School: Integration in School and Free Time]

Children with disabilities, Deaf children, Inclusive education, People with disabilities

See More

Language: German

Published: Neuwied, Germany: Luchterhand, 1998

ISBN: 3-472-03298-7

Article

Explorations in Secondary Schools. Schools for the Adolescents

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2

Pages: 7–20

See More

Language: English

ISSN: 0519-0959

Advanced Search