Language: English

Language: English

Abstract/Notes: There is a paucity of research on Montessori Education's impact on learning, especially in France. In this article, we present a study comparing the development of early number learning in preschoolers through Montessori Education with “conventional” education in France. Using a cross-sectional design and random assignment of children, we evaluated 131 French preschoolers (aged 5-6) enrolled at the same public school following either Montessori Education or conventional education over three years. Students were evaluated with the Woodcock-Johnson III (WJ-III) Applied Problems sub-test and a test designed by researchers in math education. The Montessori curriculum was associated with outcomes that were comparable to the conventional curriculum on math.

Language: English

DOI: 10.24452/sjer.45.3.7

ISSN: 2624-8492

Language: Dutch

Language: Dutch

Abstract/Notes: The purpose of this action research project was to see if a program through Conscious Discipline called Connecting Rituals would decrease the number of verbal conflicts in a Montessori preschool classroom. Conscious Discipline is a non-punitive, non-adversarial behavior program that is backed by current brain science. One aspect of the Conscious Discipline model is Connecting Rituals. Connecting Rituals are short games, nursery rhymes, and finger plays that adults and children do together in large or small groups. The Connecting Rituals would increase self-regulation and social skills in a Montessori preschool classroom. The study was conducted in a Montessori preschool classroom at a small Montessori school in the Midwestern United States with 23 preschool children, 2.5-6 years old children. Data was collected over a 4 week period using tally marks to record the number of conflicts, a large group discussion, a teacher daily journal and a post-connecting ritual form. Every day the researcher did a Connecting Ritual at the large group gathering with all the children before lunch and at least one Connecting Ritual with each child during the morning work time over a two week period. The study found that the Connecting Rituals did decrease the number of verbal conflicts, but the results were not significant. Further study is needed to understand the long term effects of using Connecting Rituals in the classroom.

Language: English

Published: St. Paul, Minnesota, 2020

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990

Language: English

ISSN: 0040-7887

Abstract/Notes: This mixed methods study focused on the impact of Montessori education on middle school students and educators in a specific public school district in South Florida. The research aim was to determine what academic and social influences Montessori education had on the participants. A sequential explanatory mixed methods design was utilized to evaluate the data: archival student reading and mathematics end-of-year data and teacher interviews. Quantitative analyses of FSA scores in mathematics and reading for SY 2018-2019 indicated that middle school students that were enrolled in a full-time Montessori Magnet program offering did significantly better in mathematics and reading than non-Montessori students that attended a Magnet school hosting multiple programs, which included Montessori. The qualitative analyses (interview data and artifacts) of teacher participants revealed that they believed Montessori education impacted students and educators academically and socially. However, findings revealed that none of the teacher participants were Montessori credentialed, and credentialing of teachers is essential when on a pathway to continuous school improvement. Montessori education at the secondary levels (middle school and high school) continues to develop, creating increased opportunities for future research. Ultimately, stakeholders want to measure the success of their investments into magnet programs such as Montessori education. Research that opens doors for educational reform efforts can provide a springboard for further discussion and establish a baseline for future research in Montessori education in public secondary schools.

Language: English

Published: Miami Shores, Florida, 2023

Language: English

ISSN: 1054-0040