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Report
Evaluation of Early Childhood Education: A Model Cities-Supported Preschool Program
Academic achievement, Americas, Child development, Early childhood care and education, Early childhood education, North America, United States of America, Urban education
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Abstract/Notes: A Head Start Program operating in Kansas City since 1965 was viewed as inadequate because enrollment was limited to about 600 children per year. The Model Cities Agency determined to provide a program for the remainder of the children in the Model Cities neighborhoods. The programs developed were differentiated administratively for the purposes of this evaluation and the program considered a single entity and referred to as Early Childhood Education. These questions were developed as evaluation goals: What specific educational approaches were provided?; To what degree do the children grow to the stated objectives?; Do these programs meet the emotional, social, physical, and intellectual needs of the program's four-year-old children?; Do these children grow differentially?; Are specified goals reached as anticipated by staff?; What program differences account for student growth differences?; Do parents in the parent education component change relevant to their children's development?; Are these programs complementary with kindergarten programs of urban schools?; What are the effects of staff development activities?; Is program administration effective?; Are children with special problems provided assistance in achievement of program objectives?; And what program changes should be made? Each question is treated in succession and is detailed. Summaries giving the main thrust are provided after each section. (RC)
Language: English
Published: Kansas City, Missouri, Sep 1971
Article
Parents' Perceptions: The Transition of Public School Montessori Students into Traditional Middle Schools
Publication: NAMTA Journal, vol. 16, no. 3
Date: Summer 1991
Pages: 87–97
Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent attitudes, Perceptions, Public Montessori
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Language: English
ISSN: 1522-9734
Book
Mass Explained to Boys and Girls; Adapted for Use in American Schools
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Language: English
Published: Chicago, Illinois: W. H. Sadlier, 1934
Article
Elements of Erdkinder at the [Hershey Montessori] Farm School [Huntsburg, Ohio]
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 39–48
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
At California School, the Hands Are Tools of the Mind
Available from: ProQuest
Publication: Montessori Life, vol. 33, no. 4
Date: Winter 2022
Pages: 12-13
Americas, Bowman School (Palo Alto, California), Handwork, Montessori schools, North America, United States of America
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Abstract/Notes: Montessori Spotlight: Bowman School, Palo Alto, California.
Language: English
ISSN: 1054-0040
Article
A photograph, by E. N. Schaeffer, Bombay, of a Montessori class in a modern preparatory school in Bombay
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: May 27, 1936
Pages: 16
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Abstract/Notes: The photo is undiscernable.
Language: English
Article
Montessori: Education Begins at 3; Rediscovery of Old European Method Gives the U.S. a Unique Band of Schools
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Look, vol. 29, no. 2
Date: Jan 26, 1965
Pages: 61-67
Americas, Montessori method of education, North America, United States of America
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Language: English
ISSN: 0024-6336
Article
Uit de "Gewone" School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 3, no. 3
Date: Jan 31, 1920
Pages: 22-23
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Language: Dutch
Article
Nursery Schools and Cultural Environment
Publication: Catholic School Journal, vol. 50
Date: Oct 1952
Pages: 52A
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Language: English
Master's Thesis
A Comparison of Reading Attainment in Two First Grade Classes in a State and a Montessori School in Switzerland
Available from: Massey University - Theses and Dissertations
Comparative education, Europe, Montessori method of education, Montessori schools, Switzerland, Western Europe
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Abstract/Notes: The main purpose of this study is to examine whether the age at which children start to learn to read affects their later progress - specifically, whether an earlier start at reading gives children an advantage when they enter first grade at the age of six years. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. There were 42 participants aged between six and seven years, 22 girls and 20 boys. The children were given a series of alphabet knowledge, reading and phoneme tests at the beginning and end of the year to measure the reading progress of each group. It was found that although the Montessori children who had already attended the Montessori kindergarten had an advantage over the local children, this advantage was only significant for alphabet knowledge, and was not translated into a significant advantage in either phonemic awareness or reading ability. Reasons for this were considered including the relative efficiency with which children learned to read in German at the local school, possible failings in the Montessori instruction, and the fact that many of the local children had already learned to read at home before starting school something that may be related to the high socioeconomic status (SES) and home literacy environment (HLE) of both groups.
Language: English
Published: Palmerston North, New Zealand, 2015