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210 results

Article

Place-Based Education: Connecting Classrooms and Communities. Closing the Achievement Gap: The SEER Report

Available from: ERIC

Publication: NAMTA Journal, vol. 39, no. 1

Pages: 61-78

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: As research today is often required to validate innovative aspects of education, David Sobel's analysis of the SEER report makes quantitative sense of nature education and its ability to improve learning. Test scores increase, attendance surges, language arts assessments show richer self-expression, speaking skills gain a community cause, math engagement flourishes, and students do science and not just study science. Environmental education combined with service learning takes the school into a higher purpose and creates rich learning incentives.

Language: English

ISSN: 1522-9734

Doctoral Dissertation

A Comparison of Student Achievement, Student Self-Concept, and Parental Attitude Toward Traditional and Montessori Programs in a Public School Setting

Available from: University of North Texas Digital Library

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Abstract/Notes: This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district. Academic pretest and posttest data include scores on the Bilingual Syntax Measure, Metropolitan Readiness Tests, California Achievement Tests, and the Iowa Test of Basic Skills. The McDaniel-Piers Young Children's Self Concept Scale and the Parent Opinion Survey were also administered. A two-way analysis of covariance was used to analyze pretest and posttest academic achievement and self-concept scores, and to test for possible interaction between the programs and the sex variable. The pretest score was used as the covariate. The means of both parent groups were analyzed using the t test for two independent samples. The .05 level of significance was used to test each hypothesis. First-grade traditional students had significantly higher academic achievement scores than first-grade Montessori students. A significant interaction effect at the first-grade level revealed that traditional males had the highest adjusted mean score for academic achievement and Montessori males had the lowest adjusted mean score. Second-grade traditional students showed a significant increase over second-grade Montessori students in self-concept. No significant difference was found in the attitude of parents of students enrolled in both programs. Conclusions based on this investigation are that more similarities than differences are evident between the two programs, differences in academic achievement and interaction effects and sex appeared at only one grade level, differences in self-concept appeared at only one grade level, and parent attitudes are similar. Recommendations include continuation of the Montessori program evaluation and replication using a larger population, different grade levels, and different socioeconomic levels.

Language: English

Published: Denton, Texas, 1982

Doctoral Dissertation

Prediction of School Achievement in Preschool Montessori Children

Academic achievement, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools

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Language: English

Published: Buffalo, New York, 1977

Book

Reviewing the evidence on how teacher professional development affects student achievement

Available from: Google Scholar

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Language: English

Published: [Washington, D.C.]: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education, 2007

Article

✓ Peer Reviewed

Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 103, no. 1

Pages: 27-42

Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago

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Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275

Article

Lifetime Achievement Awards

Available from: ProQuest

Publication: Montessori Life, vol. 22, no. 2

Pages: 9

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Language: English

ISSN: 1054-0040

Article

Cover Honors Achievements of Dr. Maria Montessori

Publication: Stamps, vol. 251, no. 13

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Language: English

ISSN: 0038-9358

Book Section

Character Building is the Child's Own Achievement

Book Title: The Absorbent Mind

Pages: 187-194

Maria Montessori - Writings

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Abstract/Notes: The first edition of 'The Absorbent Mind' was published in English by Kalakshetra (Madras, India) in 1949. In 1952, Montessori wrote a fully revised edition in Italian, published by Garzanti in 1952. This was the first Italian edition, entitled 'La Mente del Bambino'. This current edition is a translation by Claude Claremont of the Italian 1952 edition.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

Series: The Montessori Series , 1

Article

Year of Achievement

Publication: Montessori NewZ, vol. 16

Pages: 1

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Language: English

Book

Freiarbeit und Leistung in der Montessori-Pädagogik [Free Work and Achievement in Montessori Pedagogy]

Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: In diesem Band wird an 24 Praxis-Beispielen aus der Montessori-Freiarbeit – allesamt erprobt und mit zahlreichen Fotos veranschaulicht – aufgezeigt, wie Leistung in der Freiarbeit gewertschätzt und bewertet werden kann. Vor dem Hintergrund Maria Montessoris Verständnisses vom Kind und seiner Leistung, sich selbst zu erschaffen und weiterzuentwickeln, wird der pädagogische Leistungsbegriff erläutert und mit den gesellschaftlichen Ansprüchen verknüpft. Die Forderung einer Kompetenzorientierung, nach der sich eine Leistungsbewertung ausrichten sollte, wird unter die Lupe genommen und mit der Freiarbeit im Sinne Maria Montessoris verbunden. [This volume uses 24 practical examples from Montessori free work - all tried and tested and illustrated with numerous photos - to show how performance in free work can be valued and evaluated. Against the background of Maria Montessori's understanding of the child and its ability to create and develop itself, the educational concept of achievement is explained and linked to social demands. The demand for a competence orientation, according to which a performance assessment should be based, is examined closely and linked to free work in the sense of Maria Montessori.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2019

ISBN: 978-3-451-38554-4

Series: Montessori-Praxis (Herder)

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