| Preface
Montessori Research and
Montessori Public Education
This comprehensive volume of Montessori commentary and research… |
| credentials. Thirty-eight percent reflected either random multi-age
groupings or no multi-age groupings.
Indeed, without… |
| research, if properly guided, will establish once and for all the features
which make Montessori unique. Defining Montessori… |
| CHAPTER I
INTRODUCTION
The purpose of this book is to analyze research on the Montessori
method of education and its effects… |
| Disadvantaged; studies done with low socioeconomic status (SES) chil-
dren. These studies tended to overlap into both the… |
| 1. The teacher held a recognized Montessori diploma: AMI or
AMS.
2. The classroom was fully equipped in all basic areas, and… |
| studies hypothesized increased perceptual motor ability or eye hand
coordination from the sensorial materials when the direct… |
| CHAPTER2
EARLY RESEARCH STUDIES
Travers (1985) credits Montessori with the fu-st educational program
that was based on… |
| essential principles, and which he believed were an improvement over
her materials. These materials are not described, however… |
| This study is interesting because it is the only research in the liter-
ature which specifies Montessori materials by age-… |
| Earlier research had shown that economically disadvantaged children
came to school lacking readiness to learn and profit from… |
| During July, 1965, and January, 1966, Banta and his staff developed
tests, observations, and interview techniques designed to… |
| ~-----------------------------
~- --
sentences on a subtest of the Wechsler Preschool Intelligence Scale
(WIPPSI); and to… |
| Montessori. This confounds the results and perhaps explains why
Banta found only slight differences between the Montessori and… |
| records on absenteeism, teacher comments, and referral for special
services information. However, she had to suspend this… |
| Miller's Studies in Kentucky
Miller's research is characterized by sound research procedures
except for inability… |
| resistance to distraction, initiative, and curiosity. The Bereiter-
Englemann children achieved significantly higher on… |
| was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with
a teacher, an aide, and two parent-aides who alternated… |
| groups on curiosity but less aggressive regardless of the kindergarten
program. On Arithmeti,c, the Montessori group was… |
| higher than the traditional groups. In regard to effects of preschool
and type of kindergarten program, Montessori children… |
| superior to children in the other three programs, but the differences
were not statistically significant. There were no… |
| child's responses to preschool programs were predictive of later aca-
demic achievement and that the Montessori… |
| engage the child in verbalizations or require such verbalizations as
part of the definition of productive involvement. This… |
| participating in the Consortium study administered the following mea-
sures: Weschsler Intelligence Scale (Form B), A School… |
| highest percentage of high school graduates, 75 per cent, had fewer
children who were retained, and received the highest… |
| Other measures were of school-related behaviors and attitudes and
social perceptions and social interaction.
Results
First… |
| program did not perform at grade levels on the Metropolitan Achieve-
ment battery even though they were scoring at normal to… |
| Montessori classroom had one teacher and an aid for 25 children of
lower and middle class socioeconomic status. Stodolsky… |
| there was a need to insure sound teaching practices. At the end of the
school year children were tested individually for… |
| 3. Structuring the learning environment so as to provide diversi-
fied rather than restrictive stimulation with respect to the… |
| letters, Go Fish was used to teach numbers and each child spent 8-10
minutes on the Talking Typewriter.
Results
Results… |
| Montessori children remained at Sackville and were rated as average,
indicating long-term retention of gains made in the… |
| daily program as specified by the Head Start program. Montessori
children participated more in self-care and care of others… |
| Observation data was based on only two visits during the year, thus
caution must be exercised in drawing inferences from the… |
| children. He investigated the long-term effects of a traditional day care
and a Montessori preschool for disadvantaged… |
| measures used. Second, while the groups seem homogeneous within-
groups and across matched groups on most factors, one problem… |
| beginning and end of the kindergarten program than those without
this experience. However, on all measures there were no… |
| Prusso, K. (1977). Preki1ukrgarl.en Head St.a;rt evaluation year end report 1976-1977, Repqrt No.
7808. Philadelphia:… |
| d) exercises in sensory geometry and numbers. Three additional objec-
tives were included in the Montessori curriculum: a)… |
| CHAPTERS
OTHER STUDIES OF
MONTESSORI CHILDREN OF
MIDDLE SOCIOECONOMIC STATUS
This section reviews a variety of studies of… |
| and on learning how to do verbal problem solving. Reading was taught
using the Initial Teaching Alphabet, and the arithmetic… |
| A critical factor in this study is what was measured. Bereiter did not
measure what the Montessori program was teaching by the… |
| provided sensitive guidance. She continued to add to the environment
and provided materials which children could independently… |
| An interesting aspect of this study was the difference in teachers'
connotations of words used on the questionnaire.… |
| level scores was 1.8 to 4.0 with a median of 2.8. On social, academic and
attitudinal measures no child was rated weak, except… |
| teacher. The latter were completed within two months of the child's
entrance into either kindergarten or first grade.… |
| Commentary
The design and execution of this study is quite acceptable, but one
criticism of the study would be the small… |
| Mathematics
The primary hypothesis of the study by Morgan (1978), was that
certain aspects of the concept of number, as… |
| Dependent variables in the study were the motor skill of eye-hand
co-ordination, visual perception skills of figure ground and… |
| Gitter, Lena L. (1968). Interpretation and Summary of Montessori Modulaties. ~ American Mon-
tea,ori Society Bulletin, 1(4), 1… |
| CHAPTER6
RESEARCH OF COGNITIVE/
INTELLECTUAL DEVELOPMENT
Introduction
One of the earliest studies of intellectual… |
| The children were from middle income families and were restricted
to four-year-olds attending school for the first time and… |
| activities such as the grading of stimuli along a single varying contin-
uum.He also found that increased adult interaction… |
| There was no statistically significant difference between the groups,
but females from all three approaches scored… |
| week could improve attention. It is difficult to react positively to this
study because others have shown Montessori students… |
| children from four schools, Montessori, and traditionally oriented pri-
vate nursery schools in Madison, Wisconsin. Children… |
| example, discusses the propensity of the four year old to view a picture
as a static picture. The child cannot make inferences… |
| Education. She strongly supports the idea of the social responsibility of
humans and their interdependence with each other and… |
| data from observation of the three- and four-year-old children were
used in the analysis. There were more five year-olds in… |
| Time duration of interactions was significantly different between the
two schools. Montessori children interacted longer times… |
| strengthened by observations taken at varying times during the year
rather than just during the fall of the year.… |
| scale periodically throughout the year. Second, it is not clear if the
study was done in January of the first year the child… |
| Self-reliance was defined as the number of times the child asked for
help; initiative by the number of tasks attempted; and… |
| limitations. Observation in the classroom environment might have
yielded better data and could be supplemented by out of… |
| adaptive strategies than the University School children. The Montes-
sori equipment and the rate at which the teacher… |
| most opportunity for child-initiated activity and more opportunity for
socialization with peers than the other schools.… |
| described his study as an initial effort because of the small sample size
and because no other measures were taken.… |
| tasks. Testers described the Montessori children as seeking solutions
from the adults or as sticking to only one or two… |
| to the behavior. A sample item is, "Plays alone unless he's induced to
play with others." Each item is… |
| the monster and how another child would feel. No significant differ-
ences were found on this measure between Montessori and… |
| The same children were retested eight months later and their mean
gain scores indicated a decline in impulsivity and an… |
| Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59.
Montessori, Maria. (1967). TM Abs… |
| CHAPTERS
CONCLUSIONS AND NEEDS
Results
Results of the analysis of research on the effects of the Montessori
method on… |
| Table 2
Summary of Findings: Do Low Socioeconomic Children Benefit
from Less Than Three Years of Preschool?
YES
NON-… |
| norms on standardized tests must be cautiously accepted. She does not
indicate how the children compared with others in their… |
| Table 4
Summary of Findings: Do Middle Socioeconomic Status
Children Benefit from Montessori Preschool?
YES
(N ... 7)… |
| Table 5
Summary Findings: Does the Montessori Experience
Aid in Social Development?
YES
NON-SIGNIFICANT
NO
(N=ll)
(N-9… |
| learned competency. However, what Hummel asked the preschoolers
do, sit in a group lesson for a minimum of twenty minutes and… |
| At least three public school systems have now instituted full pre-
school programs for children ages three- to six-years-of-… |
| might be categorized as quasi-Montessori, we could determine what is
best for children and ultimately for our society. We may… |
| traditional educational training? Does the teacher fully absorb the phi-
losophy so that classroom practices are changed? What… |