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Article
Education and Special Needs and Disabilities Update
Publication: Montessori International, vol. 82
Date: Jan 2007
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
Date: Winter 2018
Pages: 18
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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
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
Date: Sep/Oct 2021
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
Date: 1936
Pages: 105-115
Maria Montessori - Writings, Montessori method of education, Religious education
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Language: English
Article
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
Date: 2011
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
Date: 1981
Pages: 28-34
Montessori method of education, Religious education
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Language: German
ISSN: 0342-5517
Article
The Validity of the Montessori Method for Special Education: A Case History
Publication: Journal for Special Educators of the Mentally Retarded, vol. 10
Date: 1974
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
Montessori Education in Kansas City, Missouri from 1988-2005
Available from: Academia
Publication: American Educational History Journal, vol. 48, no. 1
Date: 2021
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
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
Date: 2016
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