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1213 results

Conference Paper

Academic Achievement Outcomes: Montessori and Non-Montessori Public Elementary Students

Available from: Semantic Scholar

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Language: English

Doctoral Dissertation (Ph.D.)

Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools

Available from: American Montessori Society

African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America

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Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.

Language: English

Published: Charlotte, North Carolina, 2016

Article

Using Peace Stories and Timelines as Foundations for Interdisciplinary Work with Upper Elementary and Adolescent Montessori Students

Publication: NAMTA Journal, vol. 34, no. 3

Pages: 209–224

North American Montessori Teachers' Association (NAMTA) - Periodicals, Upper elementary

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Language: English

ISSN: 1522-9734

Article

A comparison of lower and upper elementary Montessori students with a public school sample

Publication: NAMTA Journal, vol. 14, no. 2

Pages: 63-68

North American Montessori Teachers' Association (NAMTA) - Periodicals, Upper elementary

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Language: English

ISSN: 1522-9734

Article

The Dalton Plan for Montessori Elementary and Secondary Students

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 12, no. 2

Pages: 5–20

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Language: English

ISSN: 0010-700X

Article

What Must Elementary Students Learn? Cincinnati Middle School Teachers Provide Insights

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 7, no. 4

Pages: 10

Public Montessori

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Language: English

ISSN: 1071-6246

Master's Thesis (Unpublished)

A Comparative Analysis of the Standardized Test of Scores of Students Enrolled in the HISD Montessori Magnet and Traditional Elementary Classrooms

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Language: English

Published: Houston, Texas, 1988

Article

Developing a Microbiology Curriculum for Elementary Students

Available from: ProQuest

Publication: Montessori Life, vol. 17, no. 1

Pages: 38-39

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Language: English

ISSN: 1054-0040

Article

Backpacking with Upper Elementary Students

Publication: Montessori Life, vol. 9, no. 2

Pages: 44–45

Upper elementary

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Language: English

ISSN: 1054-0040

Article

Case Study of a Nongraded, Multiage Elementary School: Benefits Perceived by Teachers, Students, and Parents

Publication: ERS Spectrum, vol. 14, no. 4

Pages: 16-26

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Abstract/Notes: Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)

Language: English

ISSN: 0740-7874

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