Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

496 results

Article

Education in Latin America; Combatting Illiteracy

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 40

Americas, Chile, Latin America and the Caribbean, Montessori method of education, Montessori schools, South America

See More

Language: English

ISSN: 0040-7887

Article

Progressive Schools in Latin America

Available from: Internet Archive

Publication: Bulletin of the Pan American Union, vol. 62, no. 5

Pages: 453-467

Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America

See More

Abstract/Notes: Discusses Gimnasio Moderno in Bogota, Colombia and their progressive educational model which consists of a combination of pedagogies, including Montessori.

Language: English

ISSN: 2332-9424

Book

Primi contatti con il latino: esperimenti montessoriani

See More

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1964

Article

Mexico: Second Meeting of Teacher Trainers for Latin America

Publication: El Boletin [Consejo Interamericano Montessori]

Pages: 8-9

Americas, Central America, Latin America and the Caribbean, Mexico

See More

Language: English

Article

Mafra Gagliardi, Primi contatti con il latino [review]

Publication: Riforma della scuola, vol. 11, no. 7-8

Pages: 69

Book reviews

See More

Language: Italian

ISSN: 0035-5240

Archival Material Or Collection

Grace Gallatin Seton-Thompson papers

Available from: Smith College Libraries and Special Collections (Northampton, Massachusetts)

Montessori Education Association of New York, Montessori Educational Association (USA)

See More

Abstract/Notes: The collection includes biographical articles and clippings, correspondence, published writings and typescripts, memorabilia, notes, photographs, and organization files. Correspondence (1903-40) pertains to her travels, publications, and involvement in feminist and social organizations. Organizational files include minutes, agendas and reports relating to the International Council of Women (1915-26),the National Council of Women, and the Montessori Education Association of New York. Her work for the International Writers Conclave (Chicago, 1933) brought occasional correspondence from women authors around the world. Typescripts of articles and addresses including an essay on Chinese medicine and information on Dr. Mary Stone, medical missionary, China (n.d.). Material related to her world travels includes writings, correspondence, travel literature, maps and notes. Individuals represented include May Wright Sewall, Mary Eleanor Wilkins Freeman, Lena Madesin Phillips, and Kate Douglas Smith Wiggin.

Language: English

Article

Esuelas Montessori, su legado en la actualidad: do experiencias en contextos culturales diferentes desde los confines del mundo, Argentina, Latinoamérica

Available from: Fondazione Montessori

Publication: MoMo (Mondo Montessori), no. 4

Pages: 183-186

See More

Abstract/Notes: Part of the special issue: Maria Montessori nel XXI secolo - Interventi Dal Congresso Internazionale: Maria Montessori e la scuola dell'infanzia a nuovo indirizzo (20-24 Febbraio 2015, Pontifica Università Lateranense, Roma.

Language: Spanish

ISSN: 2421-440X, 2723-9004

Article

✓ Peer Reviewed

Conference on Latin in Inner-City Schools

Available from: JSTOR

Publication: The Classical Outlook, vol. 48, no. 1

Pages: 1-2

See More

Language: English

ISSN: 0009-8361

Article

✓ Peer Reviewed

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 106, no. 4

Pages: 1066-1079

African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

See More

Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Language: English

DOI: 10.1037/a0036799

ISSN: 0022-0663, 1939-2176

Article

✓ Peer Reviewed

The Long-Term Benefits of Montessori Pre-K for Latinx Children from Low-Income Families

Available from: Taylor and Francis Online

Publication: Applied Developmental Science, vol. 26, no. 2

Pages: 252-266

Latin American community

See More

Abstract/Notes: This study used covariate adjusted regression techniques to compare the third-grade outcomes of low-income Latinx children who attended Montessori pre-K programs (n = 161) with those who graduated from more conventional programs (n = 4975) in Miami-Dade County, Florida. Children who experienced one year of Montessori education demonstrated stronger pre-academic skills at the end of pre-K and, in turn, performed better on standardized assessments of math and reading in third grade than those who did not. No differences emerged in students’ identification as gifted and talented nor in third-grade GPA. Taken together, these findings suggest that the benefits of one year of Montessori at age 4 may carry forward over time and to the extent that they do, these benefits are attributed to the fact that Montessori graduates entered kindergarten more ready academically. At the same time, however, the persisting benefits of Montessori were 60–70% smaller four years after program exit and were less robust than the end of pre-K outcomes.

Language: English

DOI: 10.1080/10888691.2020.1781632

ISSN: 1088-8691, 1532-480X

Advanced Search