Comparison of Academic Achievement Between Montessori and Traditional Education Programs
The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (...
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| Veröffentlicht in: | Journal of research in childhood education 2005-09, Vol.20 (1), p.5-13 |
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| container_title | Journal of research in childhood education |
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| creator | Lopata, Christopher Wallace, Nancy V. Finn, Kristin V. |
| description | The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided. |
| doi_str_mv | 10.1080/02568540509594546 |
| format | Article |
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The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.</description><identifier>ISSN: 0256-8543</identifier><identifier>EISSN: 2150-2641</identifier><identifier>DOI: 10.1080/02568540509594546</identifier><language>eng</language><publisher>Olney: Taylor & Francis</publisher><subject>Academic Achievement ; Child Care Centers ; Classrooms ; Comparative Analysis ; Comparative studies ; Conventional Instruction ; Education ; Educational Methods ; Educational programs ; Elementary school students ; Grade 4 ; Grade 8 ; Grade Equivalent Scores ; Language arts ; Language Skills ; Low Income Groups ; Magnet Schools ; Mathematics education ; Methods ; Minority Group Children ; Montessori Method ; Montessori Schools ; New York ; Preschool Education ; Reading Achievement ; Skill Development ; Standardized tests ; Students ; Surveys ; Teaching methods ; Urban Schools</subject><ispartof>Journal of research in childhood education, 2005-09, Vol.20 (1), p.5-13</ispartof><rights>Copyright Taylor & Francis 2005</rights><rights>COPYRIGHT 2005 Association for Childhood Education International</rights><rights>Copyright Association for Childhood Education International Fall 2005</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c647t-63ff539938bf6ce43cc0e711da6413b1845fc84473fa6d6987f1e4a3de677d673</citedby><cites>FETCH-LOGICAL-c647t-63ff539938bf6ce43cc0e711da6413b1845fc84473fa6d6987f1e4a3de677d673</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ726432$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lopata, Christopher</creatorcontrib><creatorcontrib>Wallace, Nancy V.</creatorcontrib><creatorcontrib>Finn, Kristin V.</creatorcontrib><title>Comparison of Academic Achievement Between Montessori and Traditional Education Programs</title><title>Journal of research in childhood education</title><addtitle>Journal of Research in Childhood Education</addtitle><description>The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.</description><subject>Academic Achievement</subject><subject>Child Care Centers</subject><subject>Classrooms</subject><subject>Comparative Analysis</subject><subject>Comparative studies</subject><subject>Conventional Instruction</subject><subject>Education</subject><subject>Educational Methods</subject><subject>Educational programs</subject><subject>Elementary school students</subject><subject>Grade 4</subject><subject>Grade 8</subject><subject>Grade Equivalent Scores</subject><subject>Language arts</subject><subject>Language Skills</subject><subject>Low Income Groups</subject><subject>Magnet Schools</subject><subject>Mathematics education</subject><subject>Methods</subject><subject>Minority Group Children</subject><subject>Montessori Method</subject><subject>Montessori Schools</subject><subject>New York</subject><subject>Preschool Education</subject><subject>Reading Achievement</subject><subject>Skill 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| subjects | Academic Achievement Child Care Centers Classrooms Comparative Analysis Comparative studies Conventional Instruction Education Educational Methods Educational programs Elementary school students Grade 4 Grade 8 Grade Equivalent Scores Language arts Language Skills Low Income Groups Magnet Schools Mathematics education Methods Minority Group Children Montessori Method Montessori Schools New York Preschool Education Reading Achievement Skill Development Standardized tests Students Surveys Teaching methods Urban Schools |
| title | Comparison of Academic Achievement Between Montessori and Traditional Education Programs |
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