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Article
Montessori Conference in South Carolina: Experiencing the Truth – September 20-21, 1997
Publication: Montessori Observer, vol. 18, no. 4
Date: Nov 1997
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Conference in Columbia, South Carolina: Experiments and Experience, October 14-15, 1995
Publication: Montessori Observer, vol. 16, no. 4
Date: Nov 1995
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Society Conference in Columbia, South Carolina [October 1994]
Publication: Montessori Observer, vol. 15, no. 4
Date: Nov 1994
Pages: 1
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Language: English
ISSN: 0889-5643
Article
News from the Regions: Mexico, USA, South America
Publication: Public School Montessorian, vol. 15, no. 3
Date: Spring 2003
Pages: 18-19
Americas, Central America, Latin America and the Caribbean, Mexico, North America, Public Montessori, South America, United States of America
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Abstract/Notes: El Boletin, March 2003
Language: English
ISSN: 1071-6246
Article
2 Districts Drop Montessori Magnet Schools [Yakima, Washington; Kershaw County, South Carolina]
Publication: Public School Montessorian, vol. 17, no. 1
Date: Fall 2004
Pages: 30
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Abstract/Notes: Also news about magnet and charter schools around the U.S.
Language: English
ISSN: 1071-6246
Article
News from the Regions: USA, Caribbean, Central America, South America, Peru
Publication: Public School Montessorian, vol. 15, no. 4
Date: Summer 2003
Pages: 14-15
Americas, Caribbean, Central America, Latin America and the Caribbean, North America, Peru, Public Montessori, South America, United States of America
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Abstract/Notes: El Boletin, May 2003
Language: English
ISSN: 1071-6246
Article
South Carolina OKs MACTE Credentials
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 23, no. 1
Date: Fall 2010
Pages: 1, 29
Montessori Accreditation Council for Teacher Education (MACTE), Public Montessori
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Language: English
ISSN: 1071-6246
Article
Fundamental Movement Skill Proficiency of Selected South African Montessorian Pre-Schoolers
Available from: SAGE Journals
Publication: Journal of Early Childhood Research
Date: Apr 10, 2024
Pages: Article 1476718X241241141
Africa, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Motor ability in children, Movement education, Preschool children, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: The Montessori philosophy and environment offers opportunities for free movement within the classroom. Physical development includes the acquisition of fundamental movement skills (FMS) which children acquire through different opportunities for movement. Previous research has shown that Montessorian pre-schoolers were more physically active during the school day compared to those attending traditional pre-schools. This led to questioning whether this noted increase in physical activity had any effect on the learning of FMS. The purpose of this study was to examine the proficiency of FMS of children aged 3–6 years in three private Montessori pre-schools. This purposive sample consisted of 105 Montessori 3–6 year olds in the Western Cape, South Africa. FMS were evaluated using the Test of Gross Motor Development Second Edition (TGMD-2). About 51.6% of the 3 year olds mastered run but scored in the poor category for five out of the six object control skills. The majority of 4 year olds (75.7%) reached mastery only in run. Most of the 5 year olds achieved mastery in run (69%) and slide (65.5%), and only 51.7% in kick. About 87.5% of the 6 year olds achieved mastery in run and slide, only half of them in leap, hop, kick and catch. No area of FMS were mastered by all the participants, but overall, the performance ranged from ‘average’ to ‘above average’. This shows potential for improvement in FMS proficiency. Therefore, children, even in a Montessori environment, require specific instruction to achieve proficiency of all FMS.
Language: English
DOI: 10.1177/1476718X241241141
ISSN: 1476-718X
Master's Thesis (M.A.)
Teacher Perceptions and Ideologies of Multilingualism in the South African Montessori Preschool Environment
Available from: Stellenbosch University (South Africa)
Africa, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Multilingualism, South Africa, Southern Africa, Sub-Saharan Africa, Teachers, Teachers - Attitudes
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Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.
Language: English
Published: Stellenbosch, South Africa, 2023
Article
Exploring Public Montessori Education: Equity and Achievement in South Carolina
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education
Date: Dec 15, 2023
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs.
Language: English
DOI: 10.1080/02568543.2023.2283202
ISSN: 0256-8543