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Master's Thesis (Unpublished)
A Comparative Analysis of the Standardized Test of Scores of Students Enrolled in the HISD Montessori Magnet and Traditional Elementary Classrooms
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Language: English
Published: Houston, Texas, 1988
Book Section
School Restructuring and At-Risk Students: San Lorenzo Revisited
Available from: ERIC
Book Title: Implementing Montessori Education in the Public Sector
Pages: 15-25
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990
Article
Health Insurance Now Available for All Students and Staff
Publication: The National Montessori Reporter, vol. 3, no. 1
Date: Feb 1979
Pages: 1, 6
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Language: English
Article
Parents' Perceptions: The Transition of Public School Montessori Students into Traditional Middle Schools
Publication: NAMTA Journal, vol. 16, no. 3
Date: Summer 1991
Pages: 87–97
Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent attitudes, Perceptions, Public Montessori
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Language: English
ISSN: 1522-9734
Bachelor's Thesis
Benefits of Montessori Pedagogy for Special Needs Students
Available from: California State University, Monterey Bay
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Abstract/Notes: This senior capstone explores the benefits of Montessori pedagogy for special needs students. This research collects the experiences of Montessori and special needs teachers from the San Benito area. Along with the field research, my findings have indicated the benefits of the materials and environment of a Montessori classroom for special needs students. This study shows that the integration of Montessori pedagogy for special needs students proves beneficial in their academic and emotional development and a need to recognize alternative educational styles and their benefits for special needs students. To conclude by bringing light to Montessori pedagogy as a teaching style there are many benefits for a student’s development academically and socio-emotionally.
Language: English
Published: Seaside, California, 2023
Article
Self-Esteem and Academic Anxiety of High School Students with Montessori and Traditional Method of Education
Publication: Indian Journal of Health and Wellbeing, vol. 7, no. 5
Date: 2016
Pages: 543-545
Anxiety, Asia, Comparative education, High school students, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Abstract/Notes: Montessori Method of education focuses on students overall development. Montessori Method of education is designed not only to focus on academic skills of the students but also it gives importance for the development of the student's social and behavioral skills. Hence the present study aimed to assess the self-esteem and academic anxiety of students with Montessori and traditional method of education. It was hypothesized that the students of Montessori Method of education have higher self-esteem and lower academic anxiety compared to traditional method of education. In order to verify the above hypothesis a sample of 124 students were selected from the schools which offer education with Montessori (N=60) and traditional method (N=64). Tools used for the study were the Rosenberg Self-Esteem Scale and Academic Anxiety Scale for Children developed by Singh and Sen Gupta. The collected data were subjected to 't' analysis and the major findings of the study revealed that the students of Montessori Method of education has significantly higher self-esteem and significantly lower academic anxiety compared to traditional school students.
Language: English
ISSN: 2321-3698
Article
The Level of Using the Montessori Curriculum by Teachers of Students with Intellectual Disabilities / O Nível de Utilização do Currículo Montessori por Professores de Alunos com Deficiência Intelectual
Available from: Universidade Católica de Petrópolis
Publication: Synesis, vol. 15, no. 2
Date: Apr-Jun 2023
Pages: 338-356
Children with disabilities, Curricula, Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Intellectual disability, Montessori method of education, Teachers
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Abstract/Notes: This study aims to identify the level of use of the Montessori curriculum by teachers of students with intellectual disabilities (ID) in elementary schools. It also aims to reveal whether there are statistically significant differences in the level of use of the Montessori curriculum by teachers according to the variables of gender, level of education, years of experience, and training they received. The study sample consisted of 304 teachers of students with ID in elementary schools in Riyadh. The results showed that teachers of students with ID use the Montessori curriculum with a low degree. The results showed there were statistically significant differences in the responses of the study sample according to the teachers’ education levels and the number of training courses. These differences favored the study sample individuals with a higher level of education and individuals with more training courses. On the other hand, the results showed no statistically significant differences in the responses of the study sample about using the Montessori curriculum based on the teacher’s experience or gender. / Este estudo tem como objetivo identificar o nível de utilização do currículo Montessori por professores de alunos com deficiência intelectual (DI) no ensino fundamental. Pretende ainda revelar se existem diferenças estatisticamente significativas no nível de utilização do currículo Montessori pelos professores segundo as variáveis género, nível de escolaridade, anos de experiência e formação recebida. A amostra do estudo consistiu de 304 professores de alunos com DI em escolas primárias em Riad. Os resultados mostraram que os professores de alunos com DI utilizam o currículo Montessori com baixa titulação. Os resultados mostraram que houve diferenças estatisticamente significativas nas respostas da amostra do estudo de acordo com o nível de escolaridade dos professores e o número de cursos de formação. Essas diferenças favoreceram na amostra do estudo indivíduos com maior nível de escolaridade e indivíduos com mais cursos de formação. Por outro lado, os resultados não mostraram diferenças estatisticamente significativas nas respostas da amostra do estudo sobre o uso do currículo Montessori com base na experiência ou gênero do professor.
Language: English
ISSN: 1984-6754
Report
Attitudes toward Multiple Aged Classrooms of Third, Fourth, Fifth, and Sixth Grade Students
Available from: ERIC
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Abstract/Notes: This study investigated students' attitudes toward multi-age classrooms, specifically examining differences in attitudes based on gender and grade level. The Multiage Attitude Survey was administered at the end of the school year to students in two multi-age classrooms: one classroom with 11 third-grade and 10 fourth-grade students, the other with 11 fifth-grade and 13 sixth-grade students. Results revealed no significant difference in attitudes based on gender. However, differences were found in grade level attitudes. Correlations between grade level and negative attitudes toward multi-age classrooms indicated that the higher grade-level students (fourth graders and sixth graders) had more negative attitudes toward the multiple groupings than did younger students in each classroom.
Language: English
Published: [S.I.], 1993
Master's Thesis (M. Ed.)
The Effect of Montessori Education on the Divergent Thinking Skill of Kindergarten-Age Students
Available from: University of Manitoba - Institutional Repository
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Abstract/Notes: This study examined the effect of Montessori Preschool education on the divergent thinking skill of kindergarten-age students. The author hypothesized that these students would display below-average ability in this area as a result of exposure to Montessori education. Research was presented which criticized Montessori for its lack of open-ended materials and fantasy play which might suppress divergent thought. Further research was reviewed which indicated a possible link between educational environments and scores on tests of divergent thinking. Subjects were 31 kindergarten-age students from two Montessori pre-schools. Divergent thought was assessed using The Torrance Test of Creative Thinking-Figural Form "A". Results indicated above average performance on overall scores of the test. However, performance on sub-tests suggested that divergent thought was affected by the Montessori curriculum.
Language: English
Published: Winnipeg, Canada, 1990
Master's Thesis (M. Ed.)
Montessori Grade 9 Students and Their Use of an Online Concept Mapping Website: A Case Study Exploration
Available from: University of Ottawa - Institutional Repository
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Abstract/Notes: This study investigated the impact of an online concept mapping website (Concept Maps for Learning, or CMfL) designed to provide targeted formative feedback to students. The aims of this study were to determine the usefulness of CMfL for both teachers and students, as a tool for instruction and self-regulated learning. Additionally, the impacts of CMfL on supporting student learning were observed. This research site of this study was a Montessori high school, and the participating students were enrolled in the Ontario Grade 9 Academic Mathematics course. The educational philosophies deployed at the research site offered independence and flexibility to students with respect to how the Ontario Grade 9 Academic Mathematics course was approached, and therefore matched the self-regulated learning components of the study. This study measured student achievement across three milestones over the data collection period to analyse any cognitive impact that CMfL had on the participating students. Metacognitive impacts, as well as the students’ perception of usefulness of CMfL, were measured through surveys that were administered at the milestone points. Usefulness of CMfL from the teacher’s perspective was determined through interviews with the teacher. The participating students and teacher were also provided with the opportunity to provide feedback on how CMfL could be improved through the aforementioned surveys and interviews, respectively. The evidence collected over the study suggests that CMfL can be a useful tool for teaching and learning in a self-regulated environment, and that frequent engagement with CMfL may can support student learning. However, there is room for improvement that may increase student adoption and aid teaching strategy.
Language: English
Published: Ottawa, Canada, 2019