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Article
Conference on the Teaching of Latin in Inner City Schools
Available from: JSTOR
Publication: Classical World, vol. 64, no. 1
Date: Sep 1970
Pages: 20-21
Article
La didattica del latino secondo il metodo Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 13, no. 5
Date: 1964
Pages: 18
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Language: Italian
ISSN: 0042-7241
Article
Latino a sei anni per i bambini di Rennes
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 11, no. 4
Date: 1962
Pages: 10-14
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Language: Italian
ISSN: 0042-7241
Article
Progressive Schools in Latin America
Available from: Internet Archive
Publication: Bulletin of the Pan American Union, vol. 62, no. 5
Date: May 1928
Pages: 453-467
Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America
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Abstract/Notes: Discusses Gimnasio Moderno in Bogota, Colombia and their progressive educational model which consists of a combination of pedagogies, including Montessori.
Language: English
ISSN: 2332-9424
Article
Latino vivo nel liceo di Utrecht
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 10, no. 10
Date: 1961
Pages: 8-12
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Abstract/Notes: Excerpt from: I primi contatti con il latino / Mafra Gagliardi (tesi di laurea).
Language: Italian
ISSN: 0042-7241
Book
Primi contatti con il latino: esperimenti montessoriani
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1964
Book Section
Montessori Education in Latin America
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 415-423
Americas, Central America, Early childhood care and education, Early childhood education, Latin America and the Caribbean, Maria Montessori - Biographic sources, Montessori method of education - History, South America
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Abstract/Notes: This chapter provides an overview of Montessori education in Latin America, organized around three “waves” of interest in the method of Montessori in the region, seemingly linked to economic and political factors. These are: (1) the early emergence of Montessori across Latin America led by government policy makers and social reformers from the 1910s through the 1930s; (2) a second wave of Montessori from the 1950s to the 1970s, often introduced by foreign volunteers; and (3) the contemporary context of Montessori (from the 1980s onward), largely connected to private preschools, localized community undertakings, or charity and religious schools, particularly in rural areas. Alongside these thematic profiles, the chapter briefly highlights the development of Montessori in a few national contexts: Chile, Colombia, Peru, Costa Rica, Nicaragua, and Panama.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
Mexico: Second Meeting of Teacher Trainers for Latin America
Publication: El Boletin [Consejo Interamericano Montessori]
Date: Oct 1998
Pages: 8-9
Americas, Central America, Latin America and the Caribbean, Mexico
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Language: English
Article
"To Be Strict on Your Own”: Black and Latinx Parents Evaluate Discipline in Urban Choice Schools
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 56, no. 5
Date: 2019
Pages: 1896-1929
African American community, African Americans, Latin American community, Montessori method of education, Montessori schools, Public Montessori, School choice
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Abstract/Notes: The proliferation of urban “no-excuses” charter schools has been justified by arguing that Black and Latinx parents want strict discipline. In this article, we examine what discipline means to Black and Latinx families at two popular choice options: a no-excuses charter and two public Montessori magnets. We found that parents viewed discipline as more than rule-following, valuing also self-discipline and academic discipline. While no-excuses parents supported an orderly environment, many found the discipline restrictive. Parents in the Montessori schools, by contrast, praised student autonomy but questioned whether the freedom was preparing their students academically. Our findings reveal a gap between what Black and Latinx parents want and what choice schools and local school choice markets have on offer.
Language: English
ISSN: 0002-8312, 1935-1011
Article
The Long-Term Benefits of Montessori Pre-K for Latinx Children from Low-Income Families
Available from: Taylor and Francis Online
Publication: Applied Developmental Science, vol. 26, no. 2
Date: 2022
Pages: 252-266
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Abstract/Notes: This study used covariate adjusted regression techniques to compare the third-grade outcomes of low-income Latinx children who attended Montessori pre-K programs (n = 161) with those who graduated from more conventional programs (n = 4975) in Miami-Dade County, Florida. Children who experienced one year of Montessori education demonstrated stronger pre-academic skills at the end of pre-K and, in turn, performed better on standardized assessments of math and reading in third grade than those who did not. No differences emerged in students’ identification as gifted and talented nor in third-grade GPA. Taken together, these findings suggest that the benefits of one year of Montessori at age 4 may carry forward over time and to the extent that they do, these benefits are attributed to the fact that Montessori graduates entered kindergarten more ready academically. At the same time, however, the persisting benefits of Montessori were 60–70% smaller four years after program exit and were less robust than the end of pre-K outcomes.
Language: English
DOI: 10.1080/10888691.2020.1781632
ISSN: 1088-8691, 1532-480X