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Conference Paper
A Comparison of Preschool Children in Observation Tasks From Two Programs: Montessori and Science - A Process Approach
Available from: ERIC
National Association for Research in Science Teaching (47th, Chicago, Illinois, April 15-18, 1974)
Conferences, Montessori method of education - Evaluation, National Association for Research in Science Teaching (47th, Chicago, Illinois, April 15-18, 1974)
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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
Master's Thesis
Attitudes of Iranian Teachers Toward Montessori Approach of Learning and a Proposal for an Elementary Teacher Training Program
Available from: University of Southern California - Digital Library
Asia, Iran, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, South Asia, Teachers - Attitudes, Trainings
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Language: English
Published: Los Angeles, California, 1979
Article
Poverty Program Adds Montessori
Publication: The Cincinnati Enquirer
Date: 1965
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Language: English
Book Section
Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 181-194
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Reprint of an article that originally appeared in Child Development, v. 54 (1983), p. 727-741.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
Arte e scienza nei programmi di studio dell'istruzione obbligatoria [Art and science in compulsory education curricula]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 79-101
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Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Book Section
Programmi di studio della scuola secondaria [Secondary school curricula]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 103-114
Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Conference Paper
Effectiveness of Preschool Programs as a Function of Childrens' Socioeconomic Status
Available from: ERIC
American Educational Research Association Annual Meeting (Chicago, Illinois, April 15-19, 1974)
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Abstract/Notes: The present study involved the evaluation of the effectiveness of four types of preschool programs on the educational development of lower and middle class children. Middle class children were exposed to "unit" and "cognitive" based preschool programs; lower class children were exposed to "day care" and Montessori programs. Comparison of the children's performances in cognitive, behavioral-social, sensory-motor, and language areas to appropriate control groups indicated that the type of program presented was not significant. However, preschool educational experience, irrespective of program, was significant in facilitating educational development. Furthermore, middle class children excelled beyond the lower class children. (Author)
Language: English
Conference Paper
Are Multiage/Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study
Available from: ERIC
Fourth Annual National Create the Quality Schools Conference, April 6, 1995, Oklahoma City, Oklahoma
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Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.
Language: English
Article
Resoconto e programma del 6. Congresso nazionale dell'Opera Nazionale Montessori su: Valore educativo e sociale della scuola materna
Publication: Scuola e città: mensile di problemi educativi e di politica scolastica, vol. 12, no. 7-8
Date: 1961
Pages: 322
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Language: Italian
ISSN: 0036-9853
Master's Thesis
A Field Study Comparing Montessori Pre-Schools with Kindergarten Programs in Melbourne
Australasia, Australia, Australia and New Zealand, Comparative education, Kindergarten (Froebel system of education), Montessori method of education, Montessori schools, Oceania
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Language: English
Published: Melbourne, Australia, 1979