Language: English

Abstract/Notes: Examines how the Montessori mathematics curriculum moves children from the concrete to the abstract.

Runtime: 18 minutes

Language: English

Published: Yellow Springs, Ohio, 2002

Abstract/Notes: This program demonstrates 20 Montessori methods in the area of language arts.

Runtime: 30 minutes

Language: English

Published: Yellow Springs, Ohio, 2003

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Abstract/Notes: This sourcebook contains articles, resources, and sample teaching materials to assist practitioners implementing developmentally appropriate practices in the classroom. The first six parts of the sourcebook contain reprints of more than 40 journal articles, topical bibliographies and resource lists, and sample teaching materials. The topics of these first six parts are: (1) early childhood and developmental education; (2) educational reform; (3) learning styles and needs; (4) multiage practices; (5) integrated language arts; and (6) assessment. Part 7 contains a variety of resources, including a bibliography of whole language professional books containing over 280 items; a 79-item bibliography on poetry; and lists of publications and special interest groups, materials suppliers, videos, book publishers, children's magazines, and sources of songs and stories.

Language: English

Published: Peterborough, New Hampshire: Society for Developmental Education, 1993

ISBN: 0-9627389-4-8 978-0-9627389-4-4

Abstract/Notes: This research involved observing children in two programs, Montessori and play-oriented program, in order to determine the extent of children's opportunity to develop competency according to their choice of activities and to identify which program provided more appropriate activities for Thai children. The results showed that children in a play-oriented program had more opportunity to develop competency in language, social science, motor skill, eye-hand coordination, shape and size recognition and discrimination, creativity, problem solving, and imagination than did children in a Montessori program. However, children in a Montessori program had more opportunity to develop competency in mathematics and science than did children in a play-oriented program. Thus, it would be necessary to combine activities from both programs in the Thai curriculum.

Language: English

Published: Denton, Texas, 1991

Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.

Language: English

Published: Mankato, Minnesota, 2006

Abstract/Notes: Highland's Montessori curriculum spans six years, three years of pre­school and the first three of elementary school. This curriculum func­tions as a coherent whole which builds and solidifies student under­standing of the curriculum content. The first section describes the Montessori model and reviews relevant research on it. Classroom observations and teacher interviews flesh out descriptions of Highland's Children's House (3-6 years) and Junior Level (6-9 years). A following section highlights how Highland has augmented the Montessori model. Finally, Highland's curriculum is compared to contemporary national reform experiments, especially Howard Gardner's "school for understanding" and James Comer's "relation­ship building process" in schools.

Language: English

Published: New York: Routledge, 1997

Edition: 1st

ISBN: 978-1-315-05106-2

Series: Studies in Education and Culture , 10

Abstract/Notes: The Ontario Human Rights Commission's inquiry into how reading (an essential human right) is taught in Ontario schools revealed that Ontario’s public education system is “failing students...by not using evidence-based approaches to teach them to read.” This thesis aimed to address this failure by proposing Montessori language curriculum as a viable alternative to the current (ineffective) practices. The validity of both the new Ontario language curriculum and the Montessori language curriculum were assessed through the use of The Reading League’s Curriculum Evaluation Guidelines (CEG) and their associated workbook. The Ontario language curriculum was found to be lacking, particularly in terms of its lack of clarity, and guidance with regards to practical implementation. The Montessori language curriculum on the other hand was found to meet or surpass the Ontario Human Rights Commission’s recommendations, and in a way that can tangibly be understood and implemented. In light of these findings, Ontario school boards should seriously consider adopting Montessori language curriculum, in whole or in part, to address the systemic reading crisis. All educational stakeholders have a role to play in safeguarding children’s right to read.

Language: English

Published: Tampere, Finland, 2024