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Article
A Comparative Study of Sensory Training in Early Childhood Education Programs
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1990, no. 1
Date: 1990
Pages: 16–20
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Language: English
ISSN: 0519-0959
Article
Montessori Education: A Review of the Evidence Base
Available from: npj Science of Learning
Publication: npj Science of Learning, vol. 2
Date: Oct 2017
Pages: Article 11
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Abstract/Notes: The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.
Language: English
DOI: 10.1038/s41539-017-0012-7
ISSN: 2056-7936
Doctoral Dissertation
A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior
Available from: ProQuest - Dissertations and Theses
Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes
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Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.
Language: English
Published: San Juan, Puerto Rico, 2002
Article
Auto-Education Continued in the Primary School
Available from: HathiTrust
Publication: The Volta Review, vol. 18, no. 4
Date: Apr 1916
Pages: 135-142
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Language: English
ISSN: 0042-8639
Article
Message to Symposium "Cosmic Education," Palo Alto, Cal., March 25-30, 1972 – Sent by the Hon. President of A.M.I.
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1972, no. 2/3
Date: 1972
Pages: 5
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Language: English
ISSN: 0519-0959