For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Master's Thesis (Unpublished)
A Comparative Study of Three Established Methods of Educating Children in the Kindergarten and Primary Grades
Comparative education, Montessori method of education - Criticism, interpretation, etc.
See More
Language: English
Published: New York City, 1943
Master's Thesis
Framgångsrik undervisning i matematik åk 1–3: En jämförande studie av tre undervisningsmodeller / Successful teaching of mathematics in years 1-3: a comparative study of three educational models
Available from: DiVA Portal - Karlstad University
See More
Abstract/Notes: The proposal in this study define successful teaching from Hattie et al. (2017) and Grevholm (2012) research results. This is a comparative study with three teaching models in mathematics, Traditional model, Montessori model and Singapore model. The focus is on mathematics teaching in primary school, in Sweden. The study embrace a minor literature study and an interview study with three teachers, who work according the three models in their teaching. I use a socio-cultural perspective on learning, teaching and knowledge. A directed qualitative content analyze is used to analyze both the literature and the interviews. The results show the pros and cons of the three teaching models, according to the requirements of the proposed ideas of successful teaching. The results of the teachers´ statements clarify and problematize the differences between the three educational models in practice. / Denna studie utgår från en tes om framgångsrik undervisning som baseras på Hatties m.fl. (2017) och Grevholms (2012) forskning. Uppsatsen är en jämförande studie som utgår från tre undervisningsmodeller i matematik, traditionell undervisningsmodell, montessorimodellen och singaporemodellen. Fokus är på matematikundervisning i årskurs 1-3, svensk skola. Studien omfattar dels en mindre litteraturstudie, dels en intervjustudie med tre lärare som arbetar enligt de tre modellerna. Jag utgår från ett sociokulturellt perspektiv på lärande, undervisning och kunskap. Analyserna baseras på en riktad kvalitativ innehållsanalys. Resultatet visar på för och nackdelar med de tre undervisningsmodellerna och hur väl de uppfyller kraven enligt tesen för en framgångsrik undervisning. I resultatet tydliggörs genom lärarnas utsagor problematiken med de olika undervisningsmodellerna.
Language: Swedish
Published: Karlstad, Sweden, 2022
Report
Comparative Math and Reading Performance of Montessori Program and Non-Montessori Comparison Students, 2012–2013
See More
Language: English
Published: Houston, Texas, 2014
Book
Education in Australia: A Comparative Study of the Educational Systems of the Six Australian States
Australasia, Australia, Australia and New Zealand, Oceania
See More
Language: English
Published: London, England: Macmillan and Co., 1927
Article
[A Comparative Study of Montessori Education]
Publication: Orbis, vol. 1
Date: 1981
Pages: 62-69
Asia, East Asia, Japan, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
See More
Abstract/Notes: This is an article from a Japanese language periodical published by Japan Montessori Research Institute.
Language: Japanese
Book
A Comparative Study of the Impact of Two Contrasting Educational Approaches in Head Start, 1968-69
Available from: ERIC
See More
Abstract/Notes: As part of a national evaluation of Head Start, a comparison of school readiness and childhood development approaches to preschool education was attempted, but major methodological problems were encountered. It was not possible to find the study samples called for in the original plan, i.e. a child-readiness program of the Bereiter-Engelmann type, and a child development program that was a suitable example. A compromise selection of two Head Start centers included one that was child development-oriented, and one that had a modified Montessori program. A comparison sample was selected from a middle class child development-oriented private nursery school. The children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language. Individual child observations were also made. However, the original data collection plan was severely curtailed because of lack of time and testing space. The results of the study are not definitive but indicate that the middle class children were more able to benefit in demonstrable ways from a year of preschool education. However, the private program was judged to be of much better quality than the Head Start programs in the study.
Language: English
Published: New York, New York: Bank Street College of Education, 1969
Report
A Comparative Study of the Effects of Preschool Education on Middle Class Children
See More
Abstract/Notes: To determine whether preschool education benefits middle-class elementary school children, a study was conducted which compared the social, motor, and academic progress of kindergarten and elementary school children who had attended a Montessori preschool, another kind of preschool, or no preschool. The sample was chosen according to age, attendance at preschool, and social class. A total of 201 middle-class children between the ages of 64 and 128 months participated in the study. Of those children participating 151 had attended a nursery, day care, or private school prior to entry into kindergarten for 3 or more days a week, for either half or full days. Each of the three groups of subjects contained five age levels roughly corresponding to kindergarten through fourth grade levels. The Developmental Profile II, given in the form of a parent interview, and parent and teacher questionnaires were used to obtain background information and data on children's abilities. The profile indicated the child's development in months on physical, self-help, social, academic, and communication scales. Generally, results indicated that middle-class children in the primary grades, regardless of preschool background, seem to function at the same level. Results and implications are discussed, conclusions are offered, and graphs and tables of data are included in the report.
Language: English
Published: Puce, Ontario, Canada, Jul 1982
Report
A Longitudinal Investigation of Montessori and Traditional Prekindergarten Training with Inner City Children: A Comparative Assessment of Learning Outcomes – Three Part Study
Available from: ERIC
Americas, Comparative education, Longitudinal studies, North America, United States of America, Urban education
See More
Abstract/Notes: This research investigates the learning impact of Montessori prekindergarten training as compared to traditional approaches with economically deprived Puerto Rican and Negro children. The three-part, 156-page monograph includes a 22-page introduction to Parts I and II, and a 37-page appendix to Part I. Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III.
Language: English
Published: New York, New York, Sep 1969
Master's Thesis (Unpublished)
A Comparative Study of the Views of Maria Montessori and Susan E. Blow on the Training of Children
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Susan E. Blow - Biographic sources, Susan E. Blow - Philosophy
See More
Language: English
Published: Washington, D.C., 1944
Conference Paper
Comparative Study on the Use of Traditional Approach and Montessori Method in Teaching Numeracy in Early Years
Available from: IATED Digital Library
10th International Technology, Education and Development Conference
Africa, Nigeria, Sub-Saharan Africa, West Africa
See More
Abstract/Notes: In traditional education, Mathematics has always been a great challenge to learners, maybe because it is taught as abstract from early years. On the other hand, the Montessori Method uses the hands-on approach in teaching numeracy from early years. This study therefore compared the traditional approach and the Montessori Method in the teaching of numeracy in selected public schools in Delta North Senatorial District. Two schools and four classes were purposively selected in Ika South, of Delta North Senatorial District. Twenty five pupils were selected for each approach in the two schools. At the end of the study, the children in the Montessori class performed better on the numeracy test than those taught with the traditional approach. It was concluded that hands-on approach enhances understanding of numeracy from early years. It was therefore recommended that the teachers in the schools in Delta State should be retrained on the use of hands on activities in the teaching of numeracy in early years.
Language: English
Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2016
Pages: 1552-1557
ISBN: 978-84-608-5617-7