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Article
International Montessori Convention: Kuala Lumpur, Malaysia
Available from: Internet Archive
Publication: Montessori Observer, vol. 30, no. 1
Date: Mar 2009
Pages: 1
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Language: English
ISSN: 0889-5643
Article
2009 International Montessori Convention in Kuala Lumpur, Malaysia
Available from: Internet Archive
Publication: Montessori Observer, vol. 30, no. 3
Date: Sep 2009
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Roma: il Corso Montessori del 1910 e la Casa dei Bambini presso il Convento delle Suore Francescane di Via Giusti 12
Available from: Il Quaderno Montessori - Grazia Honegger Fresco
Publication: Il Quaderno Montessori, vol. 13, no. 51
Date: Autumn 1996
Pages: 109-136
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Language: Italian
ISSN: 2239-5326
Article
A Creative Day at the Priory [Sacred Heart Convent School, Norfolk]
Publication: Montessori International, vol. 10, no. 3
Date: 2000
Pages: 20–23
England, Europe, Great Britain, Northern Europe, United Kingdom
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Language: English
ISSN: 1470-8647
Article
National Association for the Education of Young Children Convention Report, November, 1970 [Report from Teachers' Representative]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 4
Date: Spring 1971
Pages: 1-2
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Language: English
ISSN: 0010-700X
Article
The Impact of Social Climates: Differences Between Conventional and Alternative Schools
Available from: JSTOR
Publication: Educational Horizons, vol. 60, no. 2
Date: 1982
Pages: 83-89
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Language: English
ISSN: 0013-175X
Article
Speech Day Held at Ursuline Convent: Lady Savage Presents Prizes
Available from: Digital Library of the Caribbean
Publication: Barbados Advocate (Bridgetown, Barbados)
Date: Jul 24, 1952
Pages: 3
Americas, Barbados, Caribbean, Latin America and the Caribbean
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Abstract/Notes: Includes information about the Montessori class at the Ursuline Convent.
Language: English
Book Section
The Significance of the UN Convention on the Rights of the Child to Children in Preschool and School
Book Title: The Child and Communication: 22nd International Montessori Congress, Uppsala, July 22-27, 1997
Conferences, International Montessori Congress (22nd, Uppsala, Sweden, 22-27 July 1997), United Nations
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Language: English
Published: [S.I.]: [s.n.], 1997
Doctoral Dissertation (Ed.D.)
A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills
Available from: OhioLINK ETD Center
Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading
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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
Language: English
Published: Findlay, Ohio, 2019