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1213 results

Article

CCMA Guide to Best Practices for Montessori Schools and Schools with Montessori Programs

Publication: Montessori Leadership, vol. 1, no. 3

Pages: 19–22

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Language: English

Article

The First Charter School [Bluffview School, Winona, Minnesota]

Publication: Montessori Life, vol. 14, no. 3

Pages: 40–41

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Language: English

ISSN: 1054-0040

Article

So Why Isn't Every School a Montessori School?

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 22, no. 3

Pages: 22-23

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

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

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

IMS Notes Member Schools [Profiles of 5 Schools]

Publication: Montessori Observer, vol. 3, no. 6

Pages: 1, 3

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Language: English

ISSN: 0889-5643

Article

East Dallas Takes Its Private Success Public [East Dallas Community School and Lindsley Park School, Dallas, Texas]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 13, no. 1

Pages: 16-17

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Start of Another School Year [Mary Frier Montessori Special Education School of Cleveland, OH]

Publication: Montessori Special News, vol. 10, no. 1

Pages: 1

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Language: English

Article

School Enrollment [Cleveland Montessori School]

Publication: Montessori Information Items News Supplement, vol. 1, no. 2

Pages: 1

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Language: English

Article

✓ Peer Reviewed

Development of Social, Personal and Cognitive Skills of Preschool Children in Montessori and Traditional Preschool Programs

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 72, no. 1

Pages: 117-124

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Abstract/Notes: The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs’ teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program. The strongest relationship was for length of time in the Montessori program and relationship with peers [18 percent of variance] with age controlled.

Language: English

DOI: 10.1080/0300443910720111

ISSN: 0300-4430, 1476-8275

Book

Montessori and Early Childhood: A Guide for Students

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Language: English

Published: London, England: Sage Pubications, 2010

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