Abstract/Notes: Indexed in ERIC: https://eric.ed.gov/?id=EJ033680

Language: English

ISSN: 0017-2782

Abstract/Notes: Facing an ever-increasing student retention rate, staff at a Washington elementary school implemented a multiage program. Teachers received considerable training but experienced burnout the first year. Four years later, retention is down, test scores and attendance are up, discipline referrals have decreased, teacher turnover is low, and parents are supportive. (MLH)

Language: English

ISSN: 0036-6439

Abstract/Notes: The authors' intention in writing this article is to dispel any fears and mysteries previously subscribed to about appreciating and creating music. Through simplification and isolation, the understanding of music will inevitably unfold as predictably and beautifully as a blossom on a warm summer day. Their hope is that, people may use this information to broaden and explore their own sense of music and through that continued exploration, enrich the musical experiences of their students and their selves.

Language: English

ISSN: 1054-0040

Abstract/Notes: Within the realm of elementary public schools, several pedagogical models of early childhood education are practiced in the United States (Lillard, 2007). The constructivist approach to early childhood education is illustrative of best practices based on current theory. One model of constructivist early childhood education is the Montessori Method founded in the early twentieth century by Maria Montessori, an Italian physician (Montessori, 1912/1964). Though the Montessori Method is aligned with research-based best practices espoused by constructivism, there are relatively few public Montessori schools currently in the United States. A direct comparison is needed between the academic outcomes of public elementary school programs which implement the Montessori Method and those which implement a more traditional approach to early childhood education. The focus of this study is the academic achievement outcomes of Montessori public school students as compared to similar non-Montessori students.

Language: English

Published: Commerce, Texas, 2013

Language: English

ISSN: 1470-8647

Language: English

Abstract/Notes: "SAN QUENTIN, November 1 - Mme. Montessori, the famous Italian educator, was the guest of Warden James A. Johnston at the prison today, and delivered a short address to the convicts at the day school."

Language: English

Abstract/Notes: In this text information is provided on Montessori philosophy and teaching practices, including curriculum materials. Recent research on the effects of the Montessori school experience is also reviewed.

Language: English

Published: Albany, New York: Delmar, 1992

ISBN: 0-8273-4517-8 978-0-8273-4517-1

Abstract/Notes: This report is a followup of an earlier study which attempted to assess the effectiveness of a Montessori program for preschool inner-city children. Data collected from the children over a 3-year followup period is analyzed, and the children's performance is compared with that of various control groups. There was some evidence that children in the Montessori preschool program had higher levels of intellectual functioning and school achievement which still persisted after several years. However, serious sampling problems limit the generality of the results. (Author/CS)

Language: English

Published: Toronto, Ontario, Canada, Dec 1974

Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)

Language: English

Pages: 45