Language: English

ISSN: 0889-5643

Abstract/Notes: El Boletin, May 2003

Language: English

ISSN: 1071-6246

Abstract/Notes: El Boletin, March 2003

Language: English

ISSN: 1071-6246

Abstract/Notes: El Boletin, Fall 2010

Language: English

ISSN: 1071-6246

Abstract/Notes: Also news about magnet and charter schools around the U.S.

Language: English

ISSN: 1071-6246

Abstract/Notes: El Boletin, Spring 2010

Language: English

ISSN: 1071-6246

Abstract/Notes: The Montessori philosophy and environment offers opportunities for free movement within the classroom. Physical development includes the acquisition of fundamental movement skills (FMS) which children acquire through different opportunities for movement. Previous research has shown that Montessorian pre-schoolers were more physically active during the school day compared to those attending traditional pre-schools. This led to questioning whether this noted increase in physical activity had any effect on the learning of FMS. The purpose of this study was to examine the proficiency of FMS of children aged 3–6 years in three private Montessori pre-schools. This purposive sample consisted of 105 Montessori 3–6 year olds in the Western Cape, South Africa. FMS were evaluated using the Test of Gross Motor Development Second Edition (TGMD-2). About 51.6% of the 3 year olds mastered run but scored in the poor category for five out of the six object control skills. The majority of 4 year olds (75.7%) reached mastery only in run. Most of the 5 year olds achieved mastery in run (69%) and slide (65.5%), and only 51.7% in kick. About 87.5% of the 6 year olds achieved mastery in run and slide, only half of them in leap, hop, kick and catch. No area of FMS were mastered by all the participants, but overall, the performance ranged from ‘average’ to ‘above average’. This shows potential for improvement in FMS proficiency. Therefore, children, even in a Montessori environment, require specific instruction to achieve proficiency of all FMS.

Language: English

DOI: 10.1177/1476718X241241141

ISSN: 1476-718X

Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.

Language: English

Published: Stellenbosch, South Africa, 2023

Abstract/Notes: This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs.

Language: English

DOI: 10.1080/02568543.2023.2283202

ISSN: 0256-8543

Abstract/Notes: "...The last day we saw the most interesting things of all. One was an institution which is the only one of its kind in the world. It is called Boyland, and is being built by a wealthy man who has original ideas about educating boys. One thing he is making is a map of the world right outdoors. In a circle a quarter of a mile around they are building the continents and islands of the world. North and South America and many islands are completed and they are working on the other continents. When the land is finished, the water for oceans, lakes and rivers will be turned on and fas jets lighted to represent volcanos. It is perfectly wonderful. They are building a beautiful, large house of Moorish architecture which will contain dormitories, dining rooms, class rooms, and all under one root. And all is so high that a beautiful view of city, hills and ocean is spread out before you..."

Language: English