Language: English

Published: New York, New York: Crown, 1998

Language: English

Published: New York, New York: Schocken, 1987

Edition: 2nd ed.

Language: English

Published: New York, New York: American Montessori Society, n.d.

Language: English

Published: London, England: Longmans, Green & Co., 1936

Edition: [1st edition English]

Language: Romanian

Published: [Bucharest, Romania]: Cultura Românescá, 1930

Abstract/Notes: The mother of an 11-year-old deaf child compares her daughter's experiences mainstreamed in a traditional school system (a Hebrew school) and in a Montessori school. The Montessori system is seen to be especially advantageous for the deaf child because of the following characteristics: opportunities for the child to be successful, a visual (rather than verbal) form of education, individualized education, informal teaching styles, no group lessons, a commitment to social education, opportunities for the deaf child to be useful and helpful, and provision of remedial education (such as language therapy).

Language: English

Published: [S.I.]: [s.n.], Apr 1976

Language: English

Published: Dublin, Ireland: Montessori Matters, 1998

ISBN: 0-9533623-0-2

Abstract/Notes: The present study reports on research into the attitudes of 33 Montessori teachers at two Toronto-area schools, with respect to Epstein's six types of parent involvement, and their views on the extent to which each type was present in their schools. In general, teachers held positive views toward parent involvement, while indicating that parent participation did not frequently occur. At one school, parent involvement which generated positive views from the teachers, was considered to occur infrequently in the school, while negatively viewed involvement was seen to occur frequently. In the other school, positive views regarding parent involvement were enhanced with increases in the occurrence of parent involvement activities. The teachers demonstrated favourable views toward parenting, communicating, and collaborating with the community. Respondents were not in favour of parents as decision-makers. The study represents a preliminary step in the development of effective parent involvement programmes at two schools.

Language: English

Published: Toronto, Canada, 1996

Abstract/Notes: Three groups of parents, ten who had chosen to homeschool their children, and twenty public school parents, ten who had sent their children to the Montessori program and ten who had sent their children to the regular program completed three locus of control measurements and a Q-sort on educational beliefs. Twelve parents were later interviewed. Homeschooling parents were found to feel more in control of their children's destiny and less controlled by chance and powerful others than were schooling parents. Montessori parents felt less controlled by chance than traditional parents. There were no differences in measures of internality. Results of the Q-sort indicated that subjects did not fall into readily identifiable liberal, moderate and conservative groups. The Q-sort, in fact, yielded four factors, one liberal factor focusing on 'self-actualization', one factor focusing on moral development and good citizenship, and one focusing on a challenging academic curriculum. The fourth factor was similar to the self-actualization factor but slightly more conservative. Factor I was comprised primarily of homeschoolers and Montessori parents, Factor II of only 'Christian' homeschoolers, Factor III of Montessori and traditional parents and Factor IV of traditional parents only. Interviews suggested that homeschooling parents were well-informed about child development and education while Montessori and Factor III traditional parents were well informed about child development.

Language: English

Published: Vancouver, Canada, 1989

Language: Dutch

Published: Zeist, The Netherlands: Ploegsma, 1937