Language: English

Published: Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983

ISBN: 0-89859-271-2 978-0-89859-271-9

Abstract/Notes: This report on the Montessori-designed bilingual/bicultural preschool education program of the Compton (California) School District begins with a statement of need. It includes information on project arrangements, organization, and proposed preschool curriculum. It presents plans for inservice staff development and parent participation, involvement, and education. The report also presents evaluation and audit plans, day care activities, a calendar of holidays, and the requested budget. The appendixes, almost half the report, include information on job descriptions, salary schedules, personnel policies, and curriculum areas.

Language: English

Published: Compton, California: Compton Unified School District, 1972

Abstract/Notes: The purpose of this study was to determine whether a difference exists between the academic progress of seventh and eighth grade students who attended Texas public Montessori schools and the academic progress of their peers who attended matched non- Montessori schools. Specifically, this study sought to determine whether students enrolled in Montessori programs had higher percentages of passing rates on state mandated criterion referenced tests than students enrolled in non-Montessori programs for early adolescents. Research questions were posed and corresponding research hypotheses were tested within the subject matter disciplines of reading and mathematics in the seventh grade and within the subject matter disciplines of reading mathematics, science, and social studies in the eighth grade. In all but one analysis, the Montessori students had higher passing percentages than non-Montessori students. Seventh grade Montessori students had higher passing percentages in math and higher passing percentages in reading. Eighth grade Montessori students had higher passing percentages on reading, science, math and social studies. The study provided evidence that Montessori programs for early adolescents produce favorable academic outcomes when compared with their matched non-Montessori counterparts in public schools.

Language: English

Published: Stephenville, Texas, 2011

Abstract/Notes: In Kentucky, nongraded primary education became a reality under the mandate of the Kentucky Education Reform Act (KERA) in 1990. Research has produced some anecdotal information on the degree to which schools have implemented the ungraded primary program, but there has been no research to link the implementation of the primary program to student achievement or school improvement. Under the regulations growing from the KERA, schools devised different organizational arrangements for the ungraded classrooms, characterized by developmentally appropriate practices and multi-age, multi-ability classrooms. The variance in how students were configured in the multi-age classrooms continued to be a source of conflict and discussion regarding the nongraded primary school program. This study examined the relationship, if any, between the degree of implementation of the primary program and three measures of student achievement: (1) the Kentucky Instructional Results Information System (KIRIS)

Language: English

Language: English

Published: Mar 1, 2020

Language: German

Published: Amsterdam, The Netherlands: Association Montessori Internazionale, 1977

Abstract/Notes: The Appalachia Educational Laboratory qualitative study of the implementation of five aspects of the Kentucky Education Reform Act in four rural school districts is now in its fourth year. This paper focuses on findings concerning the first year of the primary program, which was put into widespread operation in 1992-93. Nongraded primary programs are neither a new idea, nor unique to Kentucky, but the Kentucky program is a large-scale attempt to implement such a program statewide. Results from eight rural schools in the four target districts indicate that the most successfully implemented of the previously identified critical attributes of such a program are (1) developmentally appropriate instructional practices; (2) multi-age and multi-ability classrooms; (3) authentic assessment; (4) qualitative reporting methods; (5) professional teamwork; and (6) parent involvement. Least successfully implemented was the seventh identified attribute, continuous progress. A number of difficulties with the program, primarily in the areas of teacher education and teachers' time constraints and work loads, are identified. Most teachers have made an effort in good faith to implement the program and can do so with adequate support.

Language: English

Presented: New Orleans, Louisiana: Annual Meeting of the American Educational Research Association, Apr 7 1994

Abstract/Notes: Compares Montessori, Core Knowledge and Art based Curricula. Policymakers lack hard evidence that points toward specific educational best practices for charter schools at the school and authorizer level. This study uses proficiency rates and scale scores on the MEAP standardized exam to identify differences in the effectiveness of authorizers, school-level practices, and curricula among charter schools in Michigan. Following the work of Carlson, Lavery, and Witte (2012), I compare university-authorized charter schools to district-authorized charter schools but find little difference in proficiency rates or scale scores in individual grades or for white, black, and FRL-eligible subgroups. However, I am able to specifically identify several authorizers in Michigan as having below-average performance. I also find significant achievement gains associated with schools that use Core Knowledge and Montessori curricula, no positive achievement effects associated with arts-based curricula, and negative effects from attending a virtual charter school. Finally, I conduct a secondary analysis of charter school expulsions and conclude that it is unlikely that the achievement effects I observe are related to differences in the expulsion policies of charter schools.

Language: English

Published: Washington, D.C., 2013

Language: English

Published: New York: Putnam's sons, 1969

Abstract/Notes: The purpose of this study was to compare preschool children from classes using the Montessori method and Science-A Process Approach (S-APA) in the process skill of observation. The first stage of the study compared the programs with respect to (1) the sequential presentation, (2) the use of materials to provide sensory training, (3) practice acquired through activities, and (4) the role of the teacher. Conclusions were that because S-APA and Montessori seemed to have common elements and because both had taught the process of observation, there was a reasonable justification to compare student competence in observation. The second part of the study compared the competence on observational tasks of three groups of 25 children, ages 5 and 6. The first group received Montessori training for two years in preschool, the second group used S-APA for one year with background of another type of preschool that excluded Montessori, and the third group which served as a control had neither Montessori nor S-APA training in their two-year preschool experience. Students were tested on a set of observational tasks from the text, the Science Process Instrument. Findings showed no significant differences between the Montessori and the S-APA preschool students in regard to competence in observation. Both the Montessori and the S-APA groups scored higher than the control group. This work is based on the authors doctoral dissertation research.

Language: English

Published: Chicago, Illinois, Apr 1974