Archives par mot-clé : Academic achievement

Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective.

Peng, H. H. (2014). Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective. International Journal of Early Childhood, 46(2), 299-311. Abstract The study examines whether elementary school students in Taiwan who had received Montessori education … Continuer la lecture

Publié dans Peng, H. H. | Marqué avec , , , , , , , , , , , , , , , , | Commentaires fermés sur Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective.

Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students.

Mallett, J. D., & Schroeder, J. L. (2015). Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students. Journal of Elementary Education, 25(1), 39–53. Abstract  Within the realm of elementary public schools, several pedagogical models of early … Continuer la lecture

Publié dans Mallett, J. D., Schroeder, J. L. | Marqué avec , , , , , , , , | Commentaires fermés sur Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students.

Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M.,  (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model … Continuer la lecture

Publié dans Bray P. M., Hart A., Heise M. J., Lillard Angelina S., Richey E. M., Tong X. | Marqué avec , , , , , , , , , , , , | Commentaires fermés sur Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M.,  (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783

Lillard, A. (2012). Preschool Children’s Development in Classic Montessori, Supplemented Montessori, and Conventional Programs. Journal of School Psychology 50.

Abstract Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled … Continuer la lecture

Publié dans Lillard Angelina S. | Marqué avec , , , , , , , , , | Laisser un commentaire