Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)

Language: English

Pages: 45

Abstract/Notes: A comprehensive instructional system to meet the needs of students of differing achievement and grade in the same classroom, this program is characterized by an innovative management system, procedures for continuous assessment of educational needs and achievement, a curriculum based on individual needs, and an emphasis on parent and community involvement. Called Meeting Students' Needs in the Multi-age Group Environment (MSN), the project served 205 students in first, second, and third grades of the Murch Elementary School in Washington, D.C. The evaluation described here focused on implementation of the program, student academic achievement, and self-reliant behavior. Data were gathered through observation, questionnaires, and student achievement tests. Evaluators concluded that (1) the program is meeting student needs in a multiage environment; (2) it can be replicated at other grade levels; (3) parents would like the program expanded to include more children; and (4) there is

Language: English

Published: Washington, D.C., Jan 1980

Abstract/Notes: The purpose of the Meeting Students' Needs in the Multiage Group Environment (MSN) program was to provide an instructional system to meet the needs of elementary school students of differing achievement, age, and grade level who are in the same classroom. The program, for kindergarten through grade six, was characterized by an innovative management system, a procedure for continuous assessment of educational needs and achievement, an emphasis on the development of independent behavior, and the encouragement of parent and community involvement. MSN was evaluated through a procedure that called for the comparison of intended outcomes to actual outcomes. Findings from standardized tests of achievement indicated that students in grades one through four increased their percentile ranks in reading or mathematics or both. Similar gains were not observed for grades five and six. Two project-designed instruments developed to measure independence, self-reliance, and responsibility did not

Language: English

Published: Washington, D.C., Feb 1981

Abstract/Notes: A practicum was designed to increase the expertise of primary teachers in the creation of developmentally appropriate reading/writing curriculum for the multi-age, multi-ability, primary classroom through literacy training staff development sessions. The system of literacy training was constructed over a period of eight months with 34 primary teachers from three elementary schools. Staff development training sessions on early literacy and authentic assessment using the running record were developed. Pre/post questionnaires, change assessment scales for administrators, a literacy plan of action for local schools, running record scripts for assessment training, literacy lessons, and developmentally appropriate curricula were administered or developed. Analysis of the data revealed that after the staff development training on early literacy and authentic assessment, the primary teachers were able to create a developmentally appropriate curriculum for reading and writing in the

Language: English

Published: Fort Lauderdale, Florida, 1994

Abstract/Notes: A French language program used in a Montessori school with children in preschool through junior high grades is described. The program provides language instruction in the classroom by a French specialist as well as separate French classes, a compromise between immersion and the Montessori methodology. The children are able to work independently with French-related materials in their own classrooms at any time, and individual help is also available. French instruction begins when children enter the school at age two and a half and establishes vocabulary and language interest at an early age. The curriculum is participatory and includes grammar instruction. At the junior high school level, students enter either an accelerated French program, grammar-intensive and writing-oriented, or an advanced beginning level focusing on grammar basics and spelling. Special student projects also allow language learning to be expanded beyond the classroom. A curriculum outline and list of expectations is appended. (MSE)

Language: English

Pages: 16

Language: English

Published: Dallas, Texas: American Council on the Teaching of Foreign Languages, 1986

Abstract/Notes: This document was created through The Montessori Public Policy Initiative (MPPI), a collaborative effort between the American Montessori Society and the Association Montessori International/USA to provide a coordinated voice and engage in advocacy on policy issues affecting the future of Montessori schools in America.

Language: English

Published: 2018

Abstract/Notes: We begin by describing Montessori education and our ndings that suggest it is a facilitative environment for ToM. Then we speculate on three possible reasons for this Montessori advantage: multi-aged classrooms, encouraging mindfulness, and high demands on executive function.

Language: English

Published: London: Routledge, 2017

Edition: 1st

ISBN: 978-1-138-81159-1

Abstract/Notes: This paper describes a unique workshop structure based on the Montessori Method and utilizing both vertical and horizontal interaction in the training of systems programmers.

Language: English

Published: New York, NY, USA: Association for Computing Machinery, 1969

Pages: 373–379

DOI: 10.1145/1476793.1476849

ISBN: 978-1-4503-7902-1

Abstract/Notes: The Montessori education method stresses a quality home environment as being essential to a child's growth and development. This video discusses the importance of a child's independence, spontaneity, responsibilities and envolvment in the household and home.

Runtime: 18 minutes

Language: English

Published: Beachwood, Ohio, 1999