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Blog Post
Montessori students exhibit a more richly connected semantic memory network
Cognitive development, Comparative education, Europe, Montessori method of education, Neuroscience, Switzerland, Western Europe
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Abstract/Notes: The type of education a child receives appears to influence how they represent knowledge in long-term memory, according to a new study published in the journal Science of Learning. The findings indicate that Montessori students tend to have a more richly connected network of semantic memories. ...
Language: English
Published: Mar 6, 2022
Master's Thesis
A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement
Available from: Bethel University - Institutional Repository
Academic achievement, Inclusive education, Montessori method of education - Criticism, interpretation, etc., Special education
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Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.
Language: English
Published: St. Paul, Minnesota, 2023
Article
Students Study the Ocean
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 4
Date: Winter 2017
Pages: 19
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Abstract/Notes: [...]they wrote a curriculum that included 5 days of experiential learning at nearby Cape Ann and rented a beachfront home from which to: study ecology, invasive species, and pollution; help clean the coastline; work on a fishing boat; sail on a schooner; meet with local officials; explore the working waterfront; and more.(AMS-Affiliated Teacher Education Program; AMS Initiate-Member School) INTERNATIONAL MONTESSORI EDUCATION INSTITUTE TAICHUNG CITY, TAIWAN This past spring, after completing their first year of courses in pursuit of AMS EC credentials, 24 adult learners from this Taiwan-based TEP traveled to California to get a firsthand look at Montessori schools in the U.S. They visited 3 AMS member schools-Valley Montessori School, in Livermore; Rising Star Montessori School, in Alameda; and Diablo Valley Montessori School, in Lafayette-and attended workshops presented by instructors for the AMS-affiliated Montessori Teacher Education Center/ San Francisco Bay Area.
Language: English
ISSN: 1054-0040
Article
Do Multiage Classrooms Help Students Succeed?
Available from: SAGE Journals
Publication: General Music Today, vol. 12, no. 1
Date: Fall 1998
Pages: 28-31
Academic achievement, Americas, Early childhood care and education, Music - Instruction and study, Nongraded schools, North America, Student attitudes, United States of America
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Abstract/Notes: Reviews research about the effects of multiage grouping particularly focusing on the differences in achievement and attitudes between students in multiage and single-grade classes and the implications of those differences. Maintains that the value of multiage instruction rests in its ability to foster positive self-esteem and enhance student attitudes toward school. (CMK)
Language: English
DOI: 10.1177/104837139801200107
ISSN: 1048-3713
Article
American Students Enrolled in Rome
Publication: New York Times (New York, New York)
Date: Mar 16, 1913
Pages: IV-5
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Language: English
ISSN: 0362-4331
Blog Post
Learning from Our Mistakes: How Different Pedagogies Influence Students' Learning Strategies
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Abstract/Notes: New research demonstrates different learning strategies taught to children at school affects error-monitoring by the brain.
Language: English
Published: Sep 4, 2020
Book
Lessons for Students in Architecture
Architecture, Herman Hertzberger - Works, Montessori schools
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Abstract/Notes: Herman Hertzberger's Lessons for Students in Architecture was first published in 1991, as an elaborated version of lectures he had given since 1973 at Delft University of Technology. It presents a broad spectrum of subjects and designs, with practical experience and evaluation of the use of these buildings serving as a leitmotif. This immensely successful book has gone through many reprints and has also been published in Japanese, German, Italian, Portuguese, Taiwanese, Dutch, Greek, Chinese, French, Polish and Persian. More than 750 illustrations give a broad insight into Hertzberger's 'library' and a stimulating impression of the influences and sources of inspiration of one of the Netherlands' major postwar architects.
Language: English
Published: [S.I.]: 010 Publishers, 2005
ISBN: 978-90-6450-562-1
Report
Outcomes for Students in a Montessori Program: A Longitudinal Study of the Experience in the Milwaukee Public Schools
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Language: English
Published: Alexandria, Virginia, 2003
Report
English Language Learners and Special Education Students in Montessori Schools: The Case for Push-In Services
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Abstract/Notes: Both education research and federal mandates point toward the desirability of well-implemented inclusion programs for English language learners (ELLs) and special education students. Within an inclusion model, bringing interventionists to the general education classroom, rather than separating students for support services, is increasingly viewed as an optimal model for supporting students with special educational needs. The logic of the Montessori method uniquely situates its classrooms both to support and benefit from a push-in model of special education and ELL instruction.
Language: English
Published: Washington, D.C., 2016
Master's Thesis
Differentiation of instructional and curricular practices for gifted students in Montessori classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The major purpose of this study was to determine if and how Montessori classrooms differentiate instructional and curricular practices for gifted and talented students. The Classroom Practices Record (Westberg, Dobyns, Archambault, 1990) was used to determine the degree of differentiation. Observations were made of gifted and average children in four private elementary AMS affiliated Montessori classrooms in Indiana. The collected data were analyzed descriptively. The results indicate that little differentiation occurred in verbal or curricular practices for gifted and talented students within the observed classrooms.
Language: English
Published: Waco, Texas, 2000