Abstract/Notes: BACKGROUND: Montessori education is the oldest and most widely implemented alternative education in the world, yet its effectiveness has not been clearly established. OBJECTIVES: The primary objective of this review was to examine the effectiveness of Montessori education in improving academic and nonacademic outcomes compared to traditional education. The secondary objectives were to determine the degree to which grade level, Montessori setting (public Montessori vs. private Montessori), random assignment, treatment duration, and length of follow-up measurements moderate the magnitude of Montessori effects. SEARCH METHODS: We searched for relevant studies in 19 academic databases, in a variety of sources known to publish gray literature, in Montessori-related journals, and in the references of studies retrieved through these searches. Our search included studies published during or before February 2020. The initial search was performed in March 2014 with a follow-up search in February 2020. SELECTION CRITERIA: We included articles that compared Montessori education to traditional education, contributed at least one effect size to an academic or nonacademic outcome, provided sufficient data to compute an effect size and its variance, and showed sufficient evidence of baseline equivalency-through random assignment or statistical adjustment-of Montessori and traditional education groups. DATA COLLECTION AND ANALYSIS: To synthesize the data, we used a cluster-robust variance estimation procedure, which takes into account statistical dependencies in the data. Otherwise, we used standard methodological procedures as specified in the Campbell Collaboration reporting and conduct standards. MAIN RESULTS: Initial searches yielded 2012 articles, of which 173 were considered in detail to determine whether they met inclusion/exclusion criteria. Of these, 141 were excluded and 32 were included. These 32 studies yielded 204 effect sizes (113 academic and 91 nonacademic) across 132,249 data points. In the 32 studies that met minimum standards for inclusion, including evidence of baseline equivalence, there was evidence that Montessori education outperformed traditional education on a wide variety of academic and nonacademic outcomes. For academic outcomes, Hedges' g effect sizes, where positive values favor Montessori, ranged from 0.26 for general academic ability (with high quality evidence) to 0.06 for social studies. The quality of evidence for language (g = 0.17) and mathematics (g = 0.22) was also high. The effect size for a composite of all academic outcomes was 0.24. Science was the only academic outcome that was deemed to have low quality of evidence according to the GRADE approach. Effect sizes for nonacademic outcomes ranged from 0.41 for students' inner experience of school to 0.23 for social skills. Both of these outcomes were deemed as having low quality of evidence. Executive function (g = 0.36) and creativity (g = 0.26) had moderate quality of evidence. The effect size for a composite of all nonacademic outcomes was 0.33. Moderator analyses of the composite academic and nonacademic outcomes showed that Montessori education resulted in larger effect sizes for randomized studies compared to nonrandomized studies, for preschool and elementary settings compared to middle school or high school settings, and for private Montessori compared to public Montessori. Moderator analyses for treatment duration and duration from intervention to follow-up data collection were inconclusive. There was some evidence for a lack of small sample-size studies in favor of traditional education, which could be an indicator of publication bias. However, a sensitivity analysis indicated that the findings in favor of Montessori education were nonetheless robust. AUTHORS' CONCLUSIONS: Montessori education has a meaningful and positive impact on child outcomes, both academic and nonacademic, relative to outcomes seen when using traditional educational methods.

Language: English

DOI: 10.1002/cl2.1330

ISSN: 1891-1803

Language: English

Abstract/Notes: Sketches the development of the Montessori method of education and describes a typical Montessori infant-school. Also discusses the Montessori Training Centre and pre-primary school in Johannesburg.

Language: English

ISSN: 1015-2393

Abstract/Notes: In this study, systems thinking and codesign principles are applied together to develop a process framework to identify leverage points for an intervention in a new Montessori school. We show how a series of codesign workshops with children, parents, teachers, and management generated insights into the importance of collaboratively codesigning with stakeholders while applying Soft Systems Methodology (SSM). This approach demonstrates the advantages of incorporating diverse perspectives and fostering group coaction. These findings add to the limited literature on the practical applications of process-focused SSM, as they have informed the development of a step-by-step plan for forthcoming data collection sessions at the school, which will be organized as a Summer Research Camp. The future Summer Research Camp project will focus on continuing to work with the stakeholders to codesign interventions in the system, by following the SSM cycle aimed at gaining an understanding of the systemic factors affecting the school.

Language: English

Published: Milan, Italy: International Association of Societies of Design Research, 2023

DOI: 10.21606/iasdr.2023.748

Abstract/Notes: Mrs. W. S. Pier, Mrs. T. R. Griffith and her children, Thomas R., Jr., Evelyn and Stanwood, returned last night from a month's sojourn at La Jolla. While domiciled at the seacoast city, the party enjoyed frequent visits to San Diego's beautiful exposition. Mrs. Griffith was assistant at the Montessori Demonstration school in the Pepper Grove on the exposition grounds. This school has the support of the National Montessori Promotion Fund and is particularly interesting to visitors to the fair. Mrs. Prudence [Stokes] Brown, a veteran kindergartner and Montessori graduate, is at the head of the school. There is said to be a movement afoot to make the school a permanent feature of the educational system of San Diego. Mrs. Griffith expects to oper her school here on the 28th of this month and has returned for the preparation of large quarters for its accommodation.

Language: English

Abstract/Notes: In connection with the forthcoming visit of Dr. Montessori, a Cinematograph Film entitled "A Day in a Montessori School in London," showing the working of the system in detail in its various branches, will be shown early in January...

Language: English

Abstract/Notes: This paper is an essay about my journey as an information systems (IS) historian. In the paper, I briefly outline the past and the current situation with the environmental circumstances of history writing in the IS research field. I also highlight some lessons I have learned studying and applying the historical method over the past decade and a half. I do this in the context of a four-tiered research framework. I conclude that there continues to be a great need for written IS history and urge IS researchers to take upon themselves this important quest that will benefit future generations.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2015

Pages: 3-10

DOI: 10.1007/978-3-319-21783-3_1

ISBN: 978-3-319-21783-3

Language: English

ISSN: 0140-0460

Language: English

Language: Polish

Published: Warsaw, Poland: [s.n.], 1931