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Article
Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 13, no. 4
Date: 1998
Pages: 637–658
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Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.
Language: English
DOI: 10.1016/S0885-2006(99)80065-9
ISSN: 0885-2006, 1873-7706
Article
Private School Head Finds Value in Paper
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 3
Date: Spring 1996
Pages: 11
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Abstract/Notes: Letter to the editor
Language: English
ISSN: 1071-6246
Article
The Effects of Environment on Children's Executive Function: A Study of Three Private Schools
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 26, no. 4
Date: 2012
Pages: 418-426
Americas, Executive function, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: The purpose of this study was to examine the executive function of 4th- to 6th-grade students in three distinctively different private school environments: a Montessori school, a classical school, and a Catholic school. Using the Behavior Rating Inventory of Executive Function, parent-teacher dyads rated the executive function of 112 students. Results indicated differences in executive function ratings according to school environment, as well as by the source of the rating, with parents tending to rate their children higher as compared to the teacher ratings.
Language: English
DOI: 10.1080/02568543.2012.711431
ISSN: 0256-8543, 2150-2641
Article
Regulatory Compliance Costs and Private School Participation in Voucher Programs
Available from: Taylor and Francis Online
Publication: Journal of School Choice, vol. 14, no. 1
Date: 2020
Pages: 95-121
Private schools, Voucher programs
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Abstract/Notes: Using data from the 2015–16 round of the Private School Universe Survey, I examine the types of private schools that decide to participate in school voucher programs in seven locations: Milwaukee, Wisconsin, Indiana, Ohio, Louisiana, D.C., and North Carolina. Regression analysis indicates that more specialized private schools tend to be less likely to participate in voucher programs than regular private schools. Specifically, the preferred model finds that private schools that identify as Montessori, special education, and alternative are less likely to participate in voucher programs than schools that identify as regular. In addition, schools that are non-coeducational and schools that focus on serving homeschool students are less likely to participate in voucher programs. I also find that random admissions mandates and state testing requirements are negatively associated with private school participation in voucher programs, while the prohibition of copayment is positively associated with program participation.
Language: English
DOI: 10.1080/15582159.2019.1673954
ISSN: 1558-2159, 1558-2167
Article
News from AMS-Affiliated Schools: Pines Montessori School, Kingwood, TX, Recognized by Private School Recognition Program
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 3
Date: Summer 1986
Pages: 19
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Language: English
ISSN: 0010-700X
Master's Thesis
Investigating the Extent to Which the Montessori Method Affects Teaching and Learning Early Literacy Skills for Cvc Words. Case of Preschoolers from Polyglossia Private School at El Hammamet and Excellence Academy at Tebessa
Available from: Echahid Chiekh Larbi Tébessi University
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Abstract/Notes: Language development in early childhood is crucial, particularly when it comes to literacy skills, which is why suitable teaching methods have to be employed during this stage. Unfortunately, current language instruction approaches in primary schools, especially for teaching English, are often criticized for being inadequate and lacking depth in addressing the interests and requirements of learners. In 1907, however, Dr. Montessori introduced a method recognized for its focus on pivotal developmental stages and personalized instruction tailored to meet the specific needs of each learner. The current study aims to investigate the extent to which the Montessori method is effective in teaching and learning early literacy skills related to CVC words as an alternative to traditional methods used in Algerian primary schools. To achieve this aim, a quantitative approach is adopted and a quasi-experimental research method is conducted in Polyglossia School ⎯El Hammamet⎯ and Excellence Academy ⎯Tebessa⎯ on two groups (experimental and control group) of 15 participants. Both groups underwent the same pretest and posttest about the target aspect related to literacy skills in question. It is assumed that the Montessori method would enhance the learner’s performance in literacy skills, no matter how old they are (3,4, or 5 years old) compared to the traditional method; and the findings proved this to be true as they indicate a significant development of literacy skills related to CVC words among the participants in the experimental group, with an effect size of 90%. This is attributed to the implementation of the Montessori method, using sensorial materials. Results attributed to the traditional method indicate a lesser improvement (40%). Based on a comprehensive analysis of the outcomes, it is recommended that the Montessori method be adopted totally or partially in language classes, as it has proven to be advantageous for teaching early literacy skills.
Language: English
Published: Tébessa, Algeria, 2023
Article
Radical Private Schools: Dialogue, Mario Montessori & A. S. Neill: Two Pioneers in Experimental Education
Available from: Books to Borrow @ Internet Archive
Publication: This Magazine Is About Schools, vol. 1, no. 1
Date: Apr 1966
Pages: 5-19
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Language: English
ISSN: 0040-6228
Article
Visszaemlékezéseim Montessori módszerüü magánóvodámra és magán Népiskolámra / Memories of my private nursery and infant school of Montessori method
Available from: Arcanum Digitális Tudománytár
Publication: Pedagógiai Szemle (Magyar Pedagógiai Társaság) [Pedagogical Review (Hungarian Pedagogical Society)], vol. 37, no. 12
Date: Dec 1987
Pages: 1187-1207
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Abstract/Notes: Reprinted in "Montessori müühely: a Magyarországi Montessori Egyesület folyóirata" (1997, issue 2).
Language: Hungarian
ISSN: 0031-3785
Article
When Public and Private Montessori Schools Work Together, Everyone Wins
Publication: Tomorrow's Child, vol. 28, no. 2
Date: Feb 2022
Pages: 27
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Language: English
ISSN: 1071-6246
Article
Private skoler sikrer mangfold og valgfrihet
Available from: National Library of Norway
Publication: Norsk skoleblad, no. 3
Date: Jan 1995
Pages: 32-33
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Language: Norwegian
ISSN: 0029-2117