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Article
Materials from South Africa...Instantly: Internet Connection Can Fetch Items and Build International Links
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 13, no. 3
Date: Spring 2001
Pages: 14-15
Africa, Public Montessori, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
ISSN: 1071-6246
Report
An Evaluation of Montessori Education in South Carolina's Public Schools
Available from: The Riley Institute at Furman University
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, United States of America
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Abstract/Notes: With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina’s public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers’ perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar nonMontessori public school students, when examining academic, behavioral, and affective outcomes.
Language: English
Published: Greenville, South Carolina, 2018
Article
Primary Schools [Stepping Stones, North Western, Southside Primary School, Forestville Montessori School]
Publication: Montessori Matters, no. 1
Date: 1985
Pages: 7
Australasia, Australia, Australia and New Zealand, Montessori schools, Oceania
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Language: English
Article
Death of a Program: Lessons from a South Carolina School District [New Zion]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 2
Date: Winter 2000
Pages: 20-21
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Language: English
ISSN: 1071-6246
Article
Pine Ridge Sioux: Walking in Beauty at the Juncture of Montessori, Lakota Values [Red Cloud Indian School, South Dakota]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 3
Date: Spring 1998
Pages: 12
Americas, Indigenous communities, Indigenous peoples, Lakota children, Montessori method of education, North America, Oglala children, Red Cloud Indian School (South Dakota), United States of America
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Language: English
ISSN: 1071-6246
Article
From the Regional Organizations [Maryland, Maine, Michigan, Montana, Massachusetts, New Jersey, Ohio, Oregon, Washington, South Carolina, Utah, Texas, Virginia]
Publication: Public School Montessorian, vol. 21, no. 1
Date: Fall 2008
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Exploring South African preschool teachers’ roles and responsibilities with executive functions
Available from: AOSIS Publishing
Publication: South African Journal of Childhood Education, vol. 12, no. 1
Date: 2022
Pages: Article 1141 (9 pages)
Africa, Early childhood care and education, Executive function, Montessori method of education, Preschool education, South Africa, Southern Africa, Sub-Saharan Africa, Teachers
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Abstract/Notes: South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment – these include having challenges to follow instructions, work autonomously or focus on a task. The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual’s cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically. The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.
Language: English
ISSN: 2223-7682
Article
South Carolina Hires Virginia Riga as Montessori Advocate
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 20, no. 3
Date: Spring 2008
Pages: 1
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Language: English
ISSN: 1071-6246
Doctoral Dissertation (Ph.D.)
An Assessment of Montessori Education in Public Middle Schools in South Florida: A Mixed-Methods Inquiry
Available from: ProQuest - Dissertations and Theses
Americas, Montessori method of education - Evaluation, Montessori schools, Public Montessori, United States of America
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Abstract/Notes: This mixed methods study focused on the impact of Montessori education on middle school students and educators in a specific public school district in South Florida. The research aim was to determine what academic and social influences Montessori education had on the participants. A sequential explanatory mixed methods design was utilized to evaluate the data: archival student reading and mathematics end-of-year data and teacher interviews. Quantitative analyses of FSA scores in mathematics and reading for SY 2018-2019 indicated that middle school students that were enrolled in a full-time Montessori Magnet program offering did significantly better in mathematics and reading than non-Montessori students that attended a Magnet school hosting multiple programs, which included Montessori. The qualitative analyses (interview data and artifacts) of teacher participants revealed that they believed Montessori education impacted students and educators academically and socially. However, findings revealed that none of the teacher participants were Montessori credentialed, and credentialing of teachers is essential when on a pathway to continuous school improvement. Montessori education at the secondary levels (middle school and high school) continues to develop, creating increased opportunities for future research. Ultimately, stakeholders want to measure the success of their investments into magnet programs such as Montessori education. Research that opens doors for educational reform efforts can provide a springboard for further discussion and establish a baseline for future research in Montessori education in public secondary schools.
Language: English
Published: Miami Shores, Florida, 2023
Book Section
Montessori Education in Southeast and East Asia
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 371-376
Asia, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Montessori method of education - History, Southeast Asia
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Abstract/Notes: In the last forty years, Montessori education has become popular in a number of Southeast and East Asian nations. According to the Association Montessori Internationale, in 2020 there were 13 countries in Southeast and East Asia with Montessori schools. Across the countries, the increase in online information and translated Montessori texts, changes in political leadership, the privatization of the education marketplace, and connections to international organizations have all contributed to the rise of Montessori in Southeast and East Asia. Across the region, schools are mostly private with the exception of Thailand’s large network of government Montessori programs. Challenges in implementation include high costs of teacher training and materials and varying fidelity of implementation, and compatibility with high stakes state exams. The chapter includes case studies of Montessori in Thailand, South Korea, Singapore and Vietnam.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks