Evaluating Montessori Education

  title={Evaluating Montessori Education},
  author={Angeline S. Lillard and Nicole M. Else-Quest},
  pages={1893 - 1894}
An analysis of students9 academic and social scores compares a Montessori school with other elementary school education programs. 

Math achievement outcomes associated with Montessori education

ABSTRACT The math curriculum of the Montessori system of education for children ages 3–12 is distinctive, incorporating multiple manipulatives and educational practices which have theoretical and

Montessori Education and Practice: A Review of the Literature, 2007-2009.

MONTESSORI LIFE ISSUE 2, 2010 Besançon, M. & Lubart, T. (2007). Differences in the development of creative competencies in children schooled in diverse learning environments. Learning and Individual

High School Outcomes for Students in a Public Montessori Program

Abstract The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from

The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling

ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of

Development of Metasubject Competencies in High School Students

  • N. Kim
  • Education
    Bulletin of Kemerovo State University. Series: Humanities and Social Sciences
  • 2021
The present research featured the development of metasubject competences in high school students, who are known to lack these competencies. The research objective was to perform a sociological survey

Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

AbstractThe study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies

What Belongs in a Montessori Primary Classroom? Results from a Survey of AMI and AMS Teacher Trainers.

Lillard and Else-Quest (2006) studied a group of children, some of whom attended a Milwaukee public Montessori school, and others who attended other types of kindergarten programs, and found that the

Standardized Test Proficiency in Public Montessori Schools

ABSTRACT Although Montessori is the most common unconventional education model, no multi-state study has compared standardized test proficiency of Montessori schools with districts. Here we report on

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children.

Examination of school readiness gains of low-income Latino and Black children enrolled in two different types of Title-1 public school pre-K programs found Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages.



The Montessori Method

  • L. Witmer
  • Education
    The Psychological clinic
  • 1914
To fully understand the Montessori Method, also known as individual learning or progressive learning, it is necessary to trace the history and development of the philosophy, and review the various principles and uses of the teaching methodology in pre-K, K-12 and special education programs.

Meaningful Differences in the Everyday Experience of Young American Children

by Betty Hart, Todd R. Risley, Baltimore: Brookes, 1995 268 pages

Montessori: The Science Behind the Genius

Foreword by Renilde Montessori 1. An Answer to the Crisis in Education 2. The Impact of Movement on Learning and Cognition 3. Choice and Perceived Control 4. Interest in Human Learning 5. Extrinsic

The National Randomized Field Trial of Success for All: Second-Year Outcomes

This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and “in-mover” (i.e., those students who moved into the study schools between the initial

Early Child Care and Children’s Development in the Primary Grades: Follow-Up Results From the NICHD Study of Early Child Care

Associations between early child care and children’s functioning though the end of third grade were examined. Some of the relations that had been detected before children’s school entry were

Meaningful differences in the everyday experience of young American children

  • S. Suter
  • Psychology
    European Journal of Pediatrics
  • 2005
This book, written by two developmental psychologists, summarizes their work on the language acquisition skills of one to three-year-old children in American families. In their very thoroughly

Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding

Microgenetic methods were used to document young children's (N = 36; M age = 3;5) acquisition of false belief (FB) understanding and investigate developmental mechanisms. A control group received no

Early reading acquisition and its relation to reading experience and ability 10 years later.

First-grade reading ability was reliably linked to exposure to print, as assessed in the 11th grade, even after 11th-gradeReading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains.

How much does childhood poverty affect the life chances of children

This study examines the impact of the level of income and the timing of economic deprivation in childhood on completed schooling in the US. Data were obtained from the Panel Study of Income Dynamics

How the Mind Reads Other Minds

Understanding what others are thinking is a human exclusive. Now researchers are tracking how the brain performs this feat and speculating about how it evolved.