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678 results

Conference Paper

The University of Illinois Study of the Differential Effects of Five Preschool Programs

Available from: ERIC

Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)

Academic achievement, Cognitive development, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education

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Abstract/Notes: This paper summarizes the findings from a two-part evaluation study which compared the effects of five model preschool intervention programs and examined 5-year longitudinal data on the effects of three of these five programs. The original five programs (Traditional, Community-Integrated, Montessori, Karnes and Bereiter-Engelmann) represented a continuum from traditional nursery to highly structured preschool. Brief descriptions of each of these preschool models are included. Seventy-five children who met age, income and family history criteria and had no previous school experience were divided into groups matched on IQ, sex, and race. These groups were then randomly assigned to a particular intervention model. Differences in effectiveness among the models were assessed by means of batteries of standardized tests which were administered prior to the intervention, following the preschool year, and at the end of the kindergarten year. Results from analyses of this data are presented and discussed. Follow-up data over three additional years were gathered on the Traditional, the Karnes, and the Bereiter-Engelmann models. The results and conclusions from these data are also presented. (JMB)

Language: English

Doctoral Dissertation

Academic Achievement: Montessori and Non-Montessori Private School Settings

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: The purpose of this study was to describe the extent to which sixth grade elementary school students in Montessori school settings and sixth grade elementary school students in non-Montessori school settings differ with regard to academic achievement as measured by the Ninth Edition of the Stanford Achievement Test. Schools that are certified as "Montessori" must meet stringent requirements and although the Montessori philosophy has been implemented in the United States for a number of years, little research has documented its effectiveness, at least as based on students' scores on standardized tests. In the Rio Grande Valley, few Montessori schools are in place and even fewer administer such assessments. A causal-comparative research design with matched pairs was used to describe the difference in academic achievement of sixth grade elementary school students in Montessori school settings with sixth grade elementary school students in non-Montessori school settings. Archival data were analyzed using five separate t-tests for paired samples in which the raw scores for reading, mathematics, language arts, science, and social studies were the dependent variables for achievement for both sixth grade elementary school students in Montessori school settings and sixth grade elementary school students in non-Montessori school settings as measured by the ninth edition of the Stanford Achievement Test. The results indicate that the academic achievement in reading and mathematics of sixth grade elementary school students who have attended Montessori school settings is statistically significantly higher than the academic achievement in reading and mathematics of sixth grade elementary school students who have attended non-Montessori school settings. The knowledge gained from this study might assist educators and parents in search of the most effective education to offer children. It will also extend knowledge of Montessori and the effects that it has on the academic achievement of children.

Language: English

Published: Houston, Texas, 2008

Thesis

Método Montessori aplicado al aprendizaje de las matemáticas básica en niños y niñas de 4 años con trastorno por déficit de atención del jardín infantil acuarela [Montessori method applied to learning basic mathematics in 4-year-old boys and girls with attention deficit disorder from kindergarten watercolor]

Available from: Universidad Mayor de San Andrés (La Paz, Bolivia)

Americas, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Bolivia, Comparative education, Latin America and the Caribbean, Mathematics education, North America, South America, United States of America

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Abstract/Notes: En los Estados Unidos se tiene un porcentaje de 3% a 7% casos de niños con Trastorno por Déficit de Atención (TDA) esto da un parámetro de cómo se está diagnosticando este problema en diferentes instituciones educativas del exterior del país. Hablando específicamente de Bolivia, se tiene una taza de 3% de casos de niños con TDA, lo que también da un parámetro que ya existen casos de niños con este problema diagnosticados. La Ley Avelino Siñani – Elizardo Pérez, en el Artículo 42 señala que debe haber una educación de inclusión, que cree políticas educativas para niños con TDA y otros problemas de aprendizaje que ayuda a mejorar la calidad de aprendizaje y educación de estos infantes. Sin embargo, hasta la fecha, no se puede ver estas políticas en los establecimientos educativos del país. Pese a esta falencia, en la actualidad se tienen muchos métodos que se pueden utilizar para ayudar a que los niños con TDA y otros problemas de aprendizaje puedan mejorar su nivel de aprendizaje. En este sentido, el Método Montessori es bastante recomendable para tratar este problema, que se puede encontrar con más frecuencia en las aulas de Bolivia, el cual, al tener una filosofía basada en la libertad de aprendizaje y que el niño aprenda haciendo, se puede llegar a aprendizajes muy significativos con ellos, además que no solamente fija conocimientos sino que también provee al niño de paciencia, razonamiento y orden, lo cual coadyuva al infante cuando se debe enfrentar a nuevos conocimientos que le son impartidos de forma más abstracta y convencional. De esta manera, con la presente investigación se pudo verificar el problema de nivel de atención en los niños y niñas de primer año en familia comunitaria del Jardín Infantil “Acuarela” y al aplicar el Apparatus del Método Montessori, lo que dio resultados favorables, ya que los niños y niñas elevaron su tiempo de atención y concentración con el mismo.

Language: Spanish

Published: La Paz, Bolivia, 2017

Article

Objectively Measured Sedentary Behavior in Preschool Children: Comparison Between Montessori and Traditional Preschools

Available from: BioMed Central

Publication: The International Journal of Behavioral Nutrition and Physical Activity, vol. 10, no. 2

Pages: Article 2

Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers’ sedentary behavior. Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Language: English

DOI: 10.1186/1479-5868-10-2

ISSN: 1479-5868

Article

Montessori Method as a Basis for Integrated Mathematics Learning

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu, no. 11

Pages: 135-143

Mathematics education, Montessori method of education

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Abstract/Notes: This research offers a theoretical comparative analysis of the Montessori Method and integrative teaching. Current trends call for incorporation of an integrative approach into educational practice. From the constructivists’ cognitive perspective kno...

Language: English

DOI: 10.32728/mo.06.1.2011.11

ISSN: 1846-1484, 1848-8455

Article

Sličnosti i razlike pedagoških modela Marije Montessori, Rudolfa Steinera i Célestina Freineta [Similarities and differences of pedagogical models of Maria Montessori, Rudolf Steiner and Célestin Freinet]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Školski vjesnik: časopis za pedagogijsku teoriju i praksu, vol. 56, no. 1-2

Pages: 65-77

⛔ No DOI found

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Abstract/Notes: Ovim radom nastoji se istaknuti važnost alternativnih škola koje u svijetu paralelno s državnim školama funkcioniraju od prve polovice 20. st. Metodom komparativne analize prikazuju se tri originalna pedagoška modela: Montessori-pedagogija, waldorfske škole i Freinetov pokret. Posebna pozornost posvećena je teoretskim postavkama i didaktičko-metodičkim posebnostima navedenih pedagoških modela. Steinerova pedagogija temelji se na antropozofiji, Montessori pedagogija na antropologiji, dok je rad temelj Freinetove pedagogije. Zajednička sastavnica ovih alternativnih modela jest: sloboda u širem značenju, poštivanje djeteta kao individue, samostalan rad učenika, učenje istraživanjem, poticanje suradnje u kolektivu, promjena uloge učitelja, korištenje raznih materijala i tehnika u organizaciji učenja i nastave i općenito bolja priprema za život u društvu. Proučavajući temeljne sličnosti i razlike alternativnih školskih sustava, može se zaključiti da je rad i cjelokupna organizacija učenja i nastave uvelike drugačija nego u državnim školama. Obzirom da u Hrvatskoj postoji nekolicina škola koje rade po koncepcijama ovih pedagogija, svrha je rada da se zanimljiva didaktičkometodička rješenja implementiraju u postojeće državne škole, a time i poboljšaju razvoj pedagoškog i školskog pluralizma. [This article tries to point-out the importance of alternative schools which have existed in the world parallel with public schools from the first half of the 20th century. The method of comparative analysis shows three original pedagogical models: Montessori pedagogy, Waldorf schools and Freinet’s movement. Special attention was given to theoretical theses and didactic-methodological particularities of these pedagogical models. Steiner’s pedagogy is based on anthroposophy; Montessori’s pedagogy is based on anthropology, while in Freinet’s pedagogy work is fundamental. The models share the following characteristics: freedom in a broader sense, respect for the child as an individual, individual work of the student, learning through research, stimulation of group cooperation, use of different methods and materials in the organization of learning activities, and generally better preparation for life in society. By analyzing similarities and differences between alternative pedagogical models and those used in public schools, we can conclude that the overall organization of teaching classes differs considerably from that in public schools. Since there are only few schools in Croatia that work following the conceptions of these pedagogies, the main purpose of this work is to implement these interesting didactic-methodical solutions in the existing public schools and by doing so to enhance the development of pluralism in education.]

Language: Croatian

ISSN: 0037-654X, 1848-0756

Article

Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 1, no. 1

Pages: 28-41

Children with disabilities, Comparative education, Inclusive education, Montessori method of education, Teachers - Attitudes

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Abstract/Notes: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.

Language: English

DOI: 10.17161/jomr.v1i1.4944

ISSN: 2378-3923

Article

Creative Giftedness and Educational Opportunities

Available from: National Center for Montessori in the Public Sector (NCMPS)

Publication: Educational and Child Psychology, vol. 30, no. 2

Pages: 79-88

Comparative education, Europe, France, Western Europe, ⛔ No DOI found

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Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.

Language: English

ISSN: 2396-8702, 0267-1611

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