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560 results

Article

Summary of Montessori Research Review

Publication: The National Montessori Reporter

Pages: 12–13

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Language: English

Article

Teaching Cursive to the Primary Child

Publication: The National Montessori Reporter, vol. 9, no. 1

Pages: 18

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Language: English

Article

The Parent Conference Summary

Publication: The National Montessori Reporter, vol. 5, no. 2

Pages: 6

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Language: English

Article

8th International Montessori Congress: A Summary of the Lecture Delivered by Monseigneur Maroun

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 3, no. 3-4

Pages: 26-32

Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949)

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Language: English

Article

A Discussion on the Bridge Course in Arithmetic (for the Child who has Moved into the Primary) held at Gurukul Montessori House of Children

Publication: The Child and You, vol. 11

Pages: 33-34

Asia, India, South Asia, Trainings

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Language: English

Article

Science in the Primary [Elementary]

Publication: The Child and You, vol. 10

Pages: 30

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Language: English

Article

Helping a Preprimary Age Child Become Normalized

Publication: The Child and You, vol. 2

Pages: 41-50

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Language: English

Article

The Needs of the Primary Child [age 6-12]

Publication: The Child and You, vol. 1

Pages: 72-74

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Language: English

Article

Cornerstones of Character for the Primary [6-12] Child

Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 15

Pages: 10–11

Child development

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Language: English

Article

✓ Peer Reviewed

Montessori Primary Schools' Effectiveness: A Quasi-Experimental Study on Schooling Outcomes

Available from: Taylor and Francis Online

Publication: School Effectiveness and School Improvement

Academic achievement, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Montessori schools

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Abstract/Notes: Montessori is a highly individualized pedagogy that prioritizes following each child’s individual interests over standardized test scores. This quasi-experimental study compares groups of Montessori students (treatment groups, N = 535–710) with control groups of non-Montessori students, matched through the simple matching method, which controls for the effect of background variables on schooling outcomes. The tested hypothesis is that the treatment groups achieve mean scores that are not significantly lower and have a significantly higher standard deviation on standardized tests of mathematics and language. The study encompassed students in Grade 2, 5, 8, and 10 across two separate cohorts. Results indicate that Montessori students attain either comparable or significantly higher scores than non-Montessori students, depending on grade and cohort, with greater score variability observed, particularly at Grade 8 and in mathematics. This finding implies the necessity for future investigations into the effect of Montessori teachers’ instructional practices.

Language: English

DOI: 10.1080/09243453.2024.2349537

ISSN: 0924-3453

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