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Doctoral Dissertation (Ph.D.)

A Comparison of the Achievement Test Performance of Children Who Attended Montessori Schools and Those Who Attended Non-Montessori Schools in Taiwan

Available from: ProQuest Dissertations and Theses

Asia, China, East Asia, Taiwan

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Abstract/Notes: There are two purposes of the current study. First was to examine whether or not children in the elementary school in Taiwan who had received Montessori early childhood education obtain significantly higher scores on tests of language arts, math, and social studies than children who attended non-Montessori pre-elementary programs. Second one was to examine whether or not the number years of Montessori education has a positive impact on the students' scores when they are in elementary grades. According to Chattin-McNichols (1992b), children from Montessori education program are doing better in some respects than other programs. Some studies have found that in the United States, Montessori students have strong academic outcomes especially in language arts than non-Montessori students (Daux, 1995; Hobbs, 2008; Lillard & Else-Quest, 2006; Manner, 1999). The present study involved 196 participants from a private Catholic elementary school in Taipei City, Taiwan. Ninety-eight first, second, and third grade students had Montessori early childhood experience and 98 first, second, and third grade students did not have Montessori early childhood experience. Using one-way MANOVA as a statistical tool, there were mixed results in the present study. The results showed students who had Montessori early childhood education experience had higher test scores of language arts than the students who did not have Montessori education experience. In conclusion, the present study partially supports the findings of other studies and shows that Montessori education has some long-term impact on the students' language arts learning.

Language: English

Published: Terre Haute, Indiana, 2009

Doctoral Dissertation

Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]

Available from: DiVA Portal

Architecture, Design, Environment, Europe, Northern Europe, Scandinavia, Sweden

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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.

Language: Swedish

Published: Stockholm, Sweden, 2012

Article

New UK Montessori Organisation [Montessori Schools' Association]

Publication: Montessori International, vol. 71

Pages: 4–5

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Abstract/Notes: Plus other news

Language: English

ISSN: 1470-8647

Article

Two AMS Approved Montessori Teacher Training Courses Scheduled for Los Angeles! [Montessori Schools, Inc.; Mount St. Mary's College; Xavier University, Cincinnati, OH; Oklahoma City Univeristy]

Publication: AMS News Notes, vol. 5, no. 2

Americas, Montessori training courses, North America, Trainings, United States of America

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Language: English

ISSN: 0065-9444

Article

✓ Peer Reviewed

Les Écoles Montessori Dans le Monde: La Diversité Interne d’un Réseau en Expansion [Montessori Schools Around the World: The Internal Diversity of an Expanding Network]

Available from: Open Edition

Publication: Revue Internationale d’Éducation de Sèvres, no. 76

Pages: 51-62

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Abstract/Notes: Les écoles Montessori se multiplient dans tous les pays du monde. L’article s’appuie sur l’étude de l’auto-présentation d’une centaine d’écoles, pour montrer qu’elles sont très diverses. Dans un contexte d’accentuation du consumérisme scolaire et du développement de nouvelles classes moyennes des pays émergents soucieuses d’éducation, le succès international de cette pédagogie tient au fait qu’elle est fondée sur l’utilisation d’un matériel très concret qui la rend immédiatement compréhensible et qu’elle est, de toutes les pédagogies nouvelles, la moins subversive et la plus acceptable socialement. Surtout, cette pédagogie réussit à concilier des exigences qui semblent en partie contradictoires : en mettant à la fois l’accent sur les apprentissages académiques précoces et sur le bien-être et l’autonomie des élèves ; en se présentant aussi comme une pédagogie « de l’élite » mais accessible à tous et favorisant la réussite des plus défavorisés ; en conciliant enfin modernité et religion. [Montessori schools are multiplying in all countries of the world. The article is based on the study of the self-presentation of a hundred schools, to show that they are very diverse. In a context of accentuation of school consumerism and the development of new middle classes of emerging countries concerned with education, the international success of this pedagogy is due to the fact that it is based on the use of very concrete material which makes it immediately understandable and that it is, of all new pedagogies, the least subversive and the most socially acceptable. Above all, this pedagogy succeeds in reconciling requirements which seem in part contradictory: by emphasizing both early academic learning and the well-being and autonomy of the pupils; by also presenting itself as an “elite” pedagogy but accessible to all and promoting the success of the most disadvantaged; finally reconciling modernity and religion.]

Language: French

DOI: 10.4000/ries.6047

ISSN: 1254-4590

Article

Montessori Head Start: Cleveland Leads the Nation [Marotta Montessori Schools]

Publication: Tomorrow's Child, vol. 2, no. 4

Pages: 10–12

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Language: English

ISSN: 1071-6246

Bachelor's Thesis

Specialpedagogik i Montessoriskolan: En komparativ fallstudie vid två montessoriskolor [Special education in the Montessori school: A comparative case study at two Montessori schools]

Available from: DiVA Portal

Children with disabilities, Europe, Inclusive education, Montessori method of education, Montessori schools, Northern Europe, Scandinavia, Special education, Sweden

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Abstract/Notes: Uppsatsen är ett examensarbete inom kursen Praxis, forskning och utvecklingsarbete. Det valda problemområdet är: Specialpedagogik i montessoriskolan. Forskningsansatsen är inspirerad av en socialko ...

Language: Swedish

Published: Stockholm, Sweden, 2008

Article

Public Montessori Schools

Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 3

Pages: 3

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Language: English

Article

Challenging Laws in New York: Montessori Schools Oppose Restrictive Regulations

Publication: Montessori News

Pages: 2

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Language: English

ISSN: 0889-6720

Article

Standards for Montessori schools

Publication: Montessori News

Pages: 2

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Language: English

ISSN: 0889-6720

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