High School Outcomes for Students in a Public Montessori Program
High School Outcomes for Students in a Public Montessori Program
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DOI：
10.1080/02568540709594622
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发表时间：
2007-01-01
影响因子：
1.5
通讯作者：
Grimm, Kevin
中科院分区：
文献类型：
--
作者：
Dohrmann, Kathryn;Nishida, Tracy;Grimm, Kevin
这项研究比较了1997年至2001年期间从密尔沃基公立学校（MPS）高中毕业的两组学生。从学前班到五年级参加MPS蒙台梭利课程的学生根据性别，SES，种族/民族和高中就读情况与对照组相匹配。ACT和WKCE的数据，以及整体和特定学科的高中平均成绩，被用于探索性和验证性因素分析。模型建立后，在结构方程模型框架下，对学生的人口统计学特征和基础教育类型进行回归分析。蒙台梭利组在与数学/科学因素相关的测试中得分明显更高。与英语/社会研究和平均成绩相关的因素没有显着的组间差异。
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 preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.