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Article
The OEkos Schools Program [13 participating schools]
Publication: OEkosphere [Œkosphere], vol. 1, no. 5
Date: Nov/Dec 1995
Pages: 6
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Language: English
Doctoral Dissertation
Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]
Architecture, Design, Environment, Europe, Nordic countries, Northern Europe, Scandinavia, Sweden
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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.
Language: Swedish
Published: Stockholm, Sweden, 2012
Article
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 3
Date: 2021
Pages: 243-251
Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.
Language: English
DOI: 10.31014/aior.1993.04.03.335
ISSN: 2621-5799, 2657-215X
Article
All about Our School [Mary Frier Montessori Special Education School of Cleveland, OH]
Publication: Montessori Special News, vol. 9, no. 1
Date: Aug 1984
Pages: 1
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Language: English
Blog Post
Are Montessori Schools Better Than Public Schools?
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Abstract/Notes: Dr. Angeline Lillard discusses her new research on the benefits of a Montessori education.
Language: English
Published: Dec 16, 2021
Article
Amid Budget Shortfall, a Visionary Loses His School [InterCultura Montessori Foreign Language School, Oak Park, Illinois]
Publication: Public School Montessorian, vol. 17, no. 2
Date: Winter 2005
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Families Working with Schools, Schools Working with Families, a Family-School Partnership
Publication: Montessori Life, vol. 6, no. 1
Date: 1994
Pages: 5
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Abstract/Notes: Draft AMS position paper
Language: English
ISSN: 1054-0040
Article
Charleston [South Carolina] Independent School Becomes Public 'School of Choice'
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 3
Date: Spring 1997
Pages: 30
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Language: English
ISSN: 1071-6246
Conference Paper
America's Alternative Schools: Prototypes for New Public Schools
Available from: ERIC
Annual Meeting of the University Council for Educational Administration (Houston, Texas, October 29-31, 1993)
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Abstract/Notes: As prototypes for new forms of education, public and private alternative schools have much to offer regular schools in the way of new ideas. This paper provides an overview of alternative schools and the options available. Alternative schools are characterized by a more selected student body, a smaller and less bureaucratic structure, values derived from within the school community, holistic student work, and a recognition of the school-survival issue. The basic educational frameworks within the array of public alternative school options are identified: (1) the traditional approach; (2) the nontraditional and nongraded approach; (3) schools that focus on the development of student abilities; (4) schools that emphasize techniques for delivering education (rather than philosophy); (5) schools with community-based organizing principles; (6) the self-directed, Montessori-like environment; (7) schools that are intentionally structured for particular student groups; and (8) subcontracted arrangements. In conclusion, alternative schools are flexible and able to respond to students' various needs. (LMI)
Language: English
Published: Houston, Texas: University Council for Educational Administration, Oct 1993
Pages: 19 p.
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
Date: 1989
Pages: 29–30
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Language: English
ISSN: 1054-0040