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Article
Servant Leadership in Montessori Education and Academic Research: Perspectives of Two Practitioners
Available from: Wiley Online Library
Publication: New Horizons in Adult Education and Human Resource Development, vol. 33, no. 4
Date: 2021
Pages: 65-69
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Abstract/Notes: This article breaks new ground in exploring servant leadership with two practitioners, a Montessori team leader and a physics professor. Looking at their reflections through the eyes of adult education, all three authors ascertained that the two practitioners were natural servant-leaders. As they considered what servant leadership meant for their teams and their leadership, they discovered that their new knowledge enhanced their way of looking at their roles with their team members. It became apparent as they contemplated the characteristics of servant leadership, that they were already practicing many of the qualities, because they wanted to serve their teams.
Language: English
DOI: 10.1002/nha3.20326
ISSN: 1939-4225
Article
Montessori Method in Academic Flow Development
Available from: Research Collaborative Community
Publication: International Journal of Business, Economics, and Social Development, vol. 1, no. 4
Date: 2020
Pages: 227-240
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Montessori schools, Southeast Asia
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Abstract/Notes: This research aimed to describe the implementation of the Montessori Method in academic flow development for students. A Qualitative approach and intrinsic case study design were used in this research. The participants of this research were five students of the Arabic Language Study Program in one of university in Bandung, West Java. The participants were selected using purposive sampling technique. The findings revealed that students were able to achieve academic flow, which was marked by the achievement of all indicators in the aspect of absorption by activity. However, the indicator of thinking included in the aspect of fluency by performance was difficult to be achieved by the students. The results of this research are expected to be utilized by those who play a role in developing students' potential, which was guidance and counseling service units based in universities and academic supervisors.
Language: English
ISSN: 2722-1156, 2772-1164
Report
An Evaluation of the Relationship between Academic Performance and Physical Fitness Measures in City Montessori Schools
Available from: Social Science Research Network
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Abstract/Notes: The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in City Montessori Schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the Health Standards Test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the Lucknow Education Board.
Language: English
Published: Rochester, New York, Mar 27, 2013
Article
Follow-up of Children from Academic and Cognitive Preschool Curricula at 12 and 16
Available from: SAGE Journals
Publication: Exceptional Children, vol. 71, no. 3
Date: 2005
Pages: 301-317
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Abstract/Notes: We report here cognitive and academic outcome measures at ages 12 and 16 for approximately 80% of a sample of 205 children who had been randomly assigned to 2 programs for developmentally delayed preschoolers, Direct Instruction (DI) and Mediated Learning (ML). There were no main effect differences between programs, but there were aptitude-by-treatment interactions similar to those found earlier: initially lower functioning students benefited more from the ML program, whereas initially higher functioning students benefited more from the DI program. Multiple regression analyses suggested that lower scores on cognitive and academic achievement measures are associated with greater experience in special education, even controlling for preschool period ability measures, gender, and ethnicity. The challenges of interpreting this result are discussed.
Language: English
DOI: 10.1177/001440290507100306
ISSN: 0014-4029, 2163-5560
Article
School Enrolment and Executive Functioning: A Longitudinal Perspective on Developmental Changes, the Influence of Learning Context, and the Prediction of Pre-Academic Skills
Available from: Taylor and Francis Online
Publication: European Journal of Developmental Psychology, vol. 8, no. 5
Date: 2011
Pages: 526-540
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Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.
Language: English
DOI: 10.1080/17405629.2011.571841
ISSN: 1740-5610, 1740-5629
Article
Escalating Academic Demand in Kindergarten: Counterproductive Policies
Available from: JSTOR
Publication: Elementary School Journal, vol. 89, no. 2
Date: 1988
Pages: 134–145
Article
Academic Environments in Preschool: Do They Pressure or Challenge Young Children
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 1, no. 6
Date: 1990
Pages: 401-423
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Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.
Language: English
DOI: 10.1207/s15566935eed0106_1
ISSN: 1040-9289, 1556-6935
Article
PROTOCOL: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students
Available from: Wiley Online Library
Publication: Campbell Systematic Reviews, vol. 12, no. 1
Date: 2016
Pages: 1-32
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Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.
Language: English
DOI: 10.1002/CL2.152
ISSN: 1891-1803
Article
The Academic Picture for the Nation
Publication: AMS News Notes, vol. 4, no. 3
Date: 1966
Pages: 2–3
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Language: English
ISSN: 0065-9444
Article
Self-Esteem and Academic Anxiety of High School Students with Montessori and Traditional Method of Education
Publication: Indian Journal of Health and Wellbeing, vol. 7, no. 5
Date: 2016
Pages: 543-545
Anxiety, Asia, Comparative education, High school students, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Abstract/Notes: Montessori Method of education focuses on students overall development. Montessori Method of education is designed not only to focus on academic skills of the students but also it gives importance for the development of the student's social and behavioral skills. Hence the present study aimed to assess the self-esteem and academic anxiety of students with Montessori and traditional method of education. It was hypothesized that the students of Montessori Method of education have higher self-esteem and lower academic anxiety compared to traditional method of education. In order to verify the above hypothesis a sample of 124 students were selected from the schools which offer education with Montessori (N=60) and traditional method (N=64). Tools used for the study were the Rosenberg Self-Esteem Scale and Academic Anxiety Scale for Children developed by Singh and Sen Gupta. The collected data were subjected to 't' analysis and the major findings of the study revealed that the students of Montessori Method of education has significantly higher self-esteem and significantly lower academic anxiety compared to traditional school students.
Language: English
ISSN: 2321-3698