@techreport{berger_longitudinal_1969,
	address = {New York, New York},
	title = {A {Longitudinal} {Investigation} of {Montessori} and {Traditional} {Prekindergarten} {Training} with {Inner} {City} {Children}: {A} {Comparative} {Assessment} of {Learning} {Outcomes}. {Three} {Part} {Study}},
	url = {https://files.eric.ed.gov/fulltext/ED034588.pdf},
	abstract = {This research investigates the learning impact of Montessori prekindergarten training as compared to traditional approaches with economically deprived Puerto Rican and Negro children. The three-part, 156-page monograph includes a 22-page introduction to Parts I and II, and a 37-page appendix to Part I. Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III. (JF)},
	language = {eng},
	number = {ED034588},
	institution = {Center for Urban Education},
	author = {Berger, Barbara A.},
	month = sep,
	year = {1969},
	pages = {164}
}

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Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III. (JF)","language":"eng","number":"ED034588","institution":"Center for Urban Education","author":[{"propositions":[],"lastnames":["Berger"],"firstnames":["Barbara","A."],"suffixes":[]}],"month":"September","year":"1969","pages":"164","bibtex":"@techreport{berger_longitudinal_1969,\n\taddress = {New York, New York},\n\ttitle = {A {Longitudinal} {Investigation} of {Montessori} and {Traditional} {Prekindergarten} {Training} with {Inner} {City} {Children}: {A} {Comparative} {Assessment} of {Learning} {Outcomes}. {Three} {Part} {Study}},\n\turl = {https://files.eric.ed.gov/fulltext/ED034588.pdf},\n\tabstract = {This research investigates the learning impact of Montessori prekindergarten training as compared to traditional approaches with economically deprived Puerto Rican and Negro children. The three-part, 156-page monograph includes a 22-page introduction to Parts I and II, and a 37-page appendix to Part I. Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III. (JF)},\n\tlanguage = {eng},\n\tnumber = {ED034588},\n\tinstitution = {Center for Urban Education},\n\tauthor = {Berger, Barbara A.},\n\tmonth = sep,\n\tyear = {1969},\n\tpages = {164}\n}\n\n","author_short":["Berger, B. 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