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508 results

Article

Education and Special Needs and Disabilities Update

Publication: Montessori International, vol. 82

Pages: 34–35

Children with disabilities, Inclusive education, Special education

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Abstract/Notes: new disability laws

Language: English

ISSN: 1470-8647

Article

AMS Partners with Education Advocates

Available from: ProQuest

Publication: Montessori Life, vol. 29, no. 4

Pages: 18

⛔ No DOI found

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Abstract/Notes: Did you know that one benefit of your AMS membership is representation at the United Nations, the Children's Defense Fund, the Council for American Private Education (CAPE), the National Council for Private School Accreditation (NCPSA), and other coalitions that advocate for children and education? Through our affiliation with NCPSA, AMS is recognized in many states as an approved accrediting body-a status that grants our public and private accredited schools advantages such as exemption from specific state requirements, access to funding streams, and/or favorable recognition within a state's Quality Rating & Improvement System. Additionally, NCPSAs recognition by the federal government allows its accredited schools (including AMS-accredited schools) to participate in the Student and Exchange Visitor Program (SEVP), which permits schools to accept foreign students into the U.S. Only schools certified by SEVP can participate in this program-a benefit that AMS-accredited public and private schools enjoy thanks to our affiliation with NCPSA.

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System

Available from: Wiley Online Library

Publication: Child Development, vol. 92, no. 5

Pages: 2069-2088

Academic achievement, Cognitive development, Europe, Montessori method of education, Montessori method of education - Evaluation, Montessori schools, Public Montessori, Social development, Western Europe

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Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.

Language: English

DOI: 10.1111/cdev.13575

ISSN: 0009-3920, 1467-8624

Article

The Religious Education of Small Children

Publication: The New Review

Pages: 105-115

Maria Montessori - Writings, Montessori method of education, Religious education

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Language: English

Article

✓ Peer Reviewed

Factors That Influence Parents' Choice of Pre-Schools Education in Malaysia: An Exploratory Study

Available from: International Journal of Business and Social Science

Publication: International Journal of Business and Social Science, vol. 2, no. 15

Pages: 115-128

Asia, Malaysia, Montessori method of education, Southeast Asia, Parents - Perceptions, School choice, Southeast Asia, ⛔ No DOI found

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Abstract/Notes: The objective of this study is to identify the important factors contribute most to parents' choice of pre-school for their children. Parents' choice of pre-school is influenced by various factors that are mostly associated with the pre-school institution itself. Parent have different educational believes and preferences which puts them in a dilemma when making decision for their children pre-school education. it is important for pre-school businesses to meet the needs of both parents and children in order to attract and retain their customer. Data was collected using a survey questionnaire. The sample consisted of 162 parents who have pre-school children. Multiple regression analysis was used to identify the predictor variables that contributed to the choice of pre-schools. The main factors that influence parents' choice of pre-schools are branding, private-run institutions, safety and security, quality of teaching and hygiene. English medium and religion-based pre-schools are the preferred pre-schools chosen by these parents.

Language: English

ISSN: 2219-1933, 2219-6021

Article

Montessoris Beitrag zu einer indirekten religiösen Erziehung [Montessori's Contribution to Indirect Religious Education]

Publication: Katechetische Blätter, vol. 106, no. 1

Pages: 28-34

Montessori method of education, Religious education

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Language: German

ISSN: 0342-5517

Article

✓ Peer Reviewed

The Validity of the Montessori Method for Special Education: A Case History

Publication: Journal for Special Educators of the Mentally Retarded, vol. 10

Pages: 130-140

Children with disabilities, Montessori method of education - Criticism, interpretation, etc., Special education

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Language: English

ISSN: 0012-2807

Book

Alternative Approaches to Education: A Guide for Teachers and Parents

Available from: Taylor and Francis Online

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Abstract/Notes: Alternative Approaches to Education provides parents and teachers with information and guidance on different education options in the UK and further

Language: English

Published: New York: Routledge, 2017

Edition: 2nd

ISBN: 978-1-315-53321-6

Article

✓ Peer Reviewed

Montessori Education in Kansas City, Missouri from 1988-2005

Available from: Academia

Publication: American Educational History Journal, vol. 48, no. 1

Pages: 43-63

Americas, North America, Public Montessori, United States of America, ⛔ No DOI found

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Abstract/Notes: Montessori schooling in Kansas City, Missouri emerged during a time of considerable conflict and legal turmoil within the public educational system. Indeed, the Kansas City, Missouri School District was in the midst of a decades-long struggle for racial, social, and educational equity resulting in a 2 billion dollar court case when the first Montessori schools grew into existence (Davis 2004). The filing of the desegregation case, its ongoing need for oversight from state officials, and its ultimate resolution became the backdrop for Montessori school creation in the city. So, the authors wondered just how Montessori education, an approach founded in the early twentieth century by one of Italy's first female physicians and recognizable by one of the iconic learning materials she designed known as the Pink Tower, took hold within a school district and city mired in racial division. The following research questions drove this work: (1) How did the first Montessori schools come into existence in Kansas City, Missouri?; (2) What was the relationship between the Montessori schools and the Kansas City, Missouri School District during the years under review?; and (3) How did this unconventional program fare during its first phase of operation from 1988 to 2005? To respond to these questions, the authors relied on recollections of the key individual responsible for these schools' initial development and who bore witness not only to the events taking place in the overall school district but also to the front-line efforts of so many educators committed to bringing Montessori education to the city. The authors also relied on archival documents to expand on these recollections and to provide context for them.

Language: English

ISSN: 1535-0584

Article

✓ Peer Reviewed

PROTOCOL: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students

Available from: Wiley Online Library

Publication: Campbell Systematic Reviews, vol. 12, no. 1

Pages: 1-32

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Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.

Language: English

DOI: 10.1002/CL2.152

ISSN: 1891-1803

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