Abstract/Notes: In this pre-registered review, we analyzed 198 studies to assess the effectiveness of the Montes-sori method in educational contexts. Our findings indicated a generally positive effect of the Montessori method, particularly in Pretest-Posttest and Posttest designs. However, the analyses revealed considerable publication bias and methodological shortcomings across the reviewed studies. Issues such as limited transparency, inadequate adherence to Montessori principles, and inconsistent reporting of intervention fidelity undermined the robustness of the findings. Moder-ation analyses revealed that sample type and intervention agent influenced effect variability. Our evaluation of methodological quality highlighted critical deficiencies in experimental con-trol and replicability. Our approach provided a more reliable evaluation of the Montessori method’s impact while setting a high standard for future research. The results underscored the need for improved methodological rigor and transparency in educational research to ensure more accurate and generalizable conclusions

Language: English

Abstract/Notes: This study aimed to examine the compatibility of teaching and learning strategies for emergent literacy in the Montessori approach with the Early Learning Developmental Standards (ELDS) in the Kingdom of Saudi Arabia, focusing on linguistic development and early literacy skills among five-year-old children. To achieve this, the study employed a descriptive-analytical methodology. A content analysis rubric was developed to assess the Montessori curriculum considering the ELDS, and a set of Montessori instructional videos was analyzed. the findings indicated that the emergent reading and writing strategies in the Montessori approach align with the ELDS in Saudi Arabia. Specifically, all indicators under the "Concepts of Print" and "Alphabetic Awareness" standards in the reading strand were met. Likewise, all indicators under the "Pre-Writing Skills" standard in the writing strand were fulfilled. However, within the "Purpose of Writing" standard most indicators were achieved, except for the ability to distinguish between a story and a song. Based on these findings, the study recommends designing specialized educational activities that enhance children’s ability to distinguish the three forms of letters (initial, medial, and final) using Montessori-based methods that emphasize repetition and self-directed practice. Additionally, it suggests incorporating practical exercises to gradually develop children’s ability to write their names using Montessori tools that support fine motor coordination.Keywords: Montessori Approach, Early Learning Developmental Standards, emergent literacy Strategies.

Language: Arabic

DOI: 10.21608/jehs.2025.424309

ISSN: 2090-7885

Abstract/Notes: This article aims to examine the role of women in the history of Islamic education and analyze its conformity with the principles of Montessori education. The research approach used is descriptive qualitative with a literature study method, which focuses on reviewing literature on the history of Islamic education, biographies of Muslim women figures, and Montessori pedagogical theory. The research results show that women have actively contributed to the development of Islamic education since the beginning, both as students, teachers and founders of educational institutions. Figures such as Aisyah RA, Fatimah al-Fihri, and Zainab bint al-Kamal show that women play a strategic role in the transmission of Islamic knowledge. Furthermore, it was found that the educational values ​​applied by women in Islamic history—such as experience-based learning, character formation, and a humanistic approach—were closely related to Montessori principles. This research concludes that integrating the values ​​of Islamic women's education with the Montessori approach can be an important strategy in designing an Islamic education system that is inclusive, spiritual and gender equitable. This article recommends the need to revitalize the role of women in Islamic education as part of an educational system update that is relevant to the challenges of the times.

Language: English

DOI: 10.52166/kata.v11i1.9387

ISSN: 2579-5015, 2355-1356

Abstract/Notes: This bachelor thesis presents a comparative analysis of the Czech and British education systems. Its main aim is to identify key similarities and differences by examining historical development, governance, curriculum structure, and educational levels. Combining theoretical background with a practical comparison, the thesis also suggests policy improvements. The findings highlight contrasting reform trajectories, with Czech education showing stronger centralisation and the British system reflecting greater institutional autonomy. This study contributes to a broader understanding of educational models within the European context and provides insight for further academic and practical discussion. / Tato bakalářská práce se zabývá srovnávací analýzou českého a britského vzdělávacího systému. Cílem práce je identifikovat rozdíly a podobnosti mezi oběma systémy na základě historického vývoje, legislativy, správy, kurikula a úrovní vzdělávání. Práce kombinuje teoretické poznatky s praktickým srovnáním a nabízí návrhy na zlepšení vzdělávací politiky. Výsledky poukazují na rozdílné reformní přístupy, přičemž český systém je více centralizovaný, zatímco britský je flexibilnější. Práce přispívá k hlubšímu porozumění vzdělávacím modelům v evropském kontextu.

Language: English

Published: Olomouc, Czechia, 2025

Language: English

Published: Collegeville, Pennsylvania, 2025

Language: English

Published: Orange, California, 2025

Abstract/Notes: Objective To review the available evidence on non-pharmacological interventions to improve mood, quality-of-life (QoL)or social interactions in residents of long-term care facilities with dementia. Methods We searched Medline, Emcare, and PsycINFO using keywords: dementia, long-term care, mood, QoL, and social interaction. The search included long-term care residents clinically diagnosed with dementia and the methodological strength was evaluated using predefined criteria and tools. Results The final synthesis included 50 published studies with significant heterogeneity. There was more evidence for green therapy, small-scale living, Snoezelen, Storytelling, group exercise, reminiscence and Montessori activities. However, there was minimal evidence for dementia café, music, recreation time, art activities, staff wearing street-clothes, play activities, humour, traditional food, emotion oriented, simulated presence, computer, wellbeing-enhancing occupation, MultiTANDEM Plus, multisensory, person-centred, animal assisted and Staff Training interventions. Conclusion Multiple non-pharmacological interventions showed promise in enhancing mood, QoL, and social interaction. Future research could explore long-term effects of therapy, increase sample size of patients, and improve generalizability of therapy.

Language: English

DOI: 10.1016/j.gerinurse.2025.03.006

ISSN: 0197-4572

Abstract/Notes: This study examines racial enrollment patterns in Montessori schools across the United States and evaluates how these schools relate to broader patterns of school segregation. Using a national dataset of public and private Montessori and non-Montessori schools, we analyze Montessori programs’ racial composition, demographic alignment with surrounding districts and neighborhoods, and contribution to within-district segregation. We estimate 37 percent of Montessori students are Black or Hispanic, with notable variation across school sectors. Further, we find Black or Hispanic students are underrepresented in many Montessori schools as compared to school district averages. Our multivariate analyses suggest Montessori schools contribute slightly more to within-district segregation than do non-Montessori schools, primarily due to enrollment patterns in private Montessori schools. Though Montessori education emphasizes inclusivity and cultural responsiveness, variation in enrollment patterns suggests access remains uneven across school sectors. This study examines the relationship between school choice, segregation, and the Montessori model, providing a baseline for evaluating current efforts to improve accessibility and inclusivity in Montessori schools nationwide.

Language: English

DOI: 10.17161/jomr.v11i1.23638

ISSN: 2378-3923

Abstract/Notes: This is the third article in an ongoing series, published annually, highlighting a selection of English-language dissertations from the previous calendar year related to Montessori philosophy and education. Twenty-one doctoral dissertations completed and approved during the 2024 calendar year were identified. The authors selected three dissertations to spotlight because they represent research that is novel, timely, and relevant to the current educational landscape.

Language: English

DOI: 10.17161/jomr.v11i1.23736

ISSN: 2378-3923

Abstract/Notes: This paper examines the impact and relevance of the use of case studies as a teaching and learning tool in Montessori leadership programs. Frequently used as learning tools in educational leadership preparation programs, selected case studies were limited to those in Montessori leadership and language. Surveys and interviews with graduate students and program faculty were conducted to understand the relevance of case studies in coursework and to provide implications for further refinement of their use. Results suggest certain elements of case studies can enhance learning theory and serve as springboards to practice. Maria Montessori advocated for reflective practice; therefore, we are extrapolating that case studies may be a powerful and effective connection of scholarly study of theory to classroom practice. However, these benefits may not be well-clarified or highly valued in Montessori leadership coursework. With use of case studies in Montessori leadership coursework, an opportunity exists for faculty to reflect on strategies for using case studies and best practices. Content specific to Montessori settings may further support the usefulness and effectiveness of case studies and their impacts on student learning in Montessori leadership programs.

Language: English

DOI: 10.17161/jomr.v11i1.23043

ISSN: 2378-3923