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Article
Montessori Schools and Nursery Schools
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jul 10, 1919
Pages: 353
, Spain
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Language: English
ISSN: 0040-7887
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
Article
Private Schools, Public Money: How Independent Schools Have Used the Bond Market to Finance Expansion
Publication: Public School Montessorian, vol. 18, no. 3
Date: Spring 2006
Pages: 12-13
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Abstract/Notes: Includes three case studies
Language: English
ISSN: 1071-6246
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]
Architecture, Design, Environment, Europe, Nordic countries, 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
Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori Schools vs. Business-as-Usual Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 9, no. 1
Date: 2023
Pages: 16-36
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Abstract/Notes: Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public Montessori schools in the northeastern United States at age 3; half were admitted and enrolled and the rest enrolled at other preschool programs. About half of the children were identified as White, and half were identified as African American, Hispanic, or multiracial. Children were tested in the fall when they enrolled and again in the subsequent three springs (i.e., through the kindergarten year) on a range of measures addressing academic outcomes, executive function, and social cognition. Although the Black, Hispanic, and multiracial group tended to score lower in the beginning of preschool in both conditions, by the end of preschool, the scores of Black, Hispanic, and multiracial students enrolled in Montessori schools were not different from the White children; by contrast, such students in the business-as-usual schools continued to perform less well than White children in academic achievement and social cognition. The study has important limitations that lead us to view these findings as exploratory, but taken together with other findings, the results suggest that Montessori education may create an environment that is more conducive to racial and ethnic parity than other school environments.
Language: English
ISSN: 2378-3923
Article
Catholic Montessori Society
Publication: The Times (London, England)
Date: Jun 10, 1952
Pages: 8
England, Europe, Great Britain, Montessori movement, Montessori organizations - England, Northern Europe, United Kingdom
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Language: English
ISSN: 0140-0460
Article
The Montessori Method in Relation to Moral Training and Catholic Dogma
Available from: HathiTrust
Publication: Catholic Educational Review, vol. 29
Date: Sep 1931
Pages: 412-424
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Language: English
ISSN: 0884-0598
Article
Montessori and Catholic Principles
Publication: Catholic Educational Review, vol. 60, no. 2
Date: 1962
Pages: 73-81
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Language: English
ISSN: 0884-0598
Article
The Montessori Method and Catholicism
Publication: Catholic Mind, vol. 27
Date: Jul 22, 1929
Pages: 261-270
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Language: English
ISSN: 0008-8242
Article
St. James Catholic School in Augusta, Kansas
Publication: Montessori News
Date: Fall 2013
Pages: 1, 4
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Language: English
ISSN: 0889-6720