@techreport{fleege_montessori_1967,
	address = {Washington, D. C.},
	type = {Final {Report}},
	title = {Montessori {Pre}-{School} {Education}},
	url = {https://eric.ed.gov/?id=ED017320},
	abstract = {In order to investigate the effectiveness of Montessori preschool education as compared with non-Montessori preschool education, Phase I of this study matched 2 groups, each of 21 preschool children, on intelligence quotient and certain socio-economic factors. One group attended a Montessori preschool and the other a non-Montessori preschool. The children were administered tests near the beginning and end of the preschool year to determine any differences in achievement due to the preschool training. In Phase II a trained researcher interviewed the primary grade teachers who by then had some of the preschool children of Phase I in their classrooms. Ratings of these teachers provided information on the personality and ability of 3 groups of children, (1) former Montessori preschool children, (2) former non-Montessori preschool children, and (3) non-preschool children. The children were rated on 8 major traits which contained 27 stimulus variables. Phase I data indicated that Montessori preschool children gained significantly more in verbal ability than non-Montessori preschool children. Phase II data indicated that Montessori children were superior to the children of the other 2 groups in reading readiness, interest in learning, independence, interpersonal relations, leadership, and learning ability. No differences were found in creativity or ability to adjust to the traditional-type school. (WD)},
	language = {eng},
	number = {ED017320},
	institution = {Office of Education, Bureau of Research, U.S. Department of Health, Education, and Welfare},
	author = {Fleege, Urban H. and Black, Michael and Rackauskas, John},
	month = jun,
	year = {1967},
	keywords = {Early Childhood Education, Montessori Method, Comparative Analysis, Program Effectiveness, Preschool Education, Preschool Children, Behavior Development, Student Adjustment, Testing Problems, Academic Ability, Academic Achievement, Measurement Instruments, Control Groups, Data Analysis, Discriminant Analysis, Factor Analysis, Verbal Ability}
}

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In Phase II a trained researcher interviewed the primary grade teachers who by then had some of the preschool children of Phase I in their classrooms. Ratings of these teachers provided information on the personality and ability of 3 groups of children, (1) former Montessori preschool children, (2) former non-Montessori preschool children, and (3) non-preschool children. The children were rated on 8 major traits which contained 27 stimulus variables. Phase I data indicated that Montessori preschool children gained significantly more in verbal ability than non-Montessori preschool children. Phase II data indicated that Montessori children were superior to the children of the other 2 groups in reading readiness, interest in learning, independence, interpersonal relations, leadership, and learning ability. No differences were found in creativity or ability to adjust to the traditional-type school. (WD)","language":"eng","number":"ED017320","institution":"Office of Education, Bureau of Research, U.S. Department of Health, Education, and Welfare","author":[{"propositions":[],"lastnames":["Fleege"],"firstnames":["Urban","H."],"suffixes":[]},{"propositions":[],"lastnames":["Black"],"firstnames":["Michael"],"suffixes":[]},{"propositions":[],"lastnames":["Rackauskas"],"firstnames":["John"],"suffixes":[]}],"month":"June","year":"1967","keywords":"Early Childhood Education, Montessori Method, Comparative Analysis, Program Effectiveness, Preschool Education, Preschool Children, Behavior Development, Student Adjustment, Testing Problems, Academic Ability, Academic Achievement, Measurement Instruments, Control Groups, Data Analysis, Discriminant Analysis, Factor Analysis, Verbal Ability","bibtex":"@techreport{fleege_montessori_1967,\n\taddress = {Washington, D. C.},\n\ttype = {Final {Report}},\n\ttitle = {Montessori {Pre}-{School} {Education}},\n\turl = {https://eric.ed.gov/?id=ED017320},\n\tabstract = {In order to investigate the effectiveness of Montessori preschool education as compared with non-Montessori preschool education, Phase I of this study matched 2 groups, each of 21 preschool children, on intelligence quotient and certain socio-economic factors. One group attended a Montessori preschool and the other a non-Montessori preschool. The children were administered tests near the beginning and end of the preschool year to determine any differences in achievement due to the preschool training. In Phase II a trained researcher interviewed the primary grade teachers who by then had some of the preschool children of Phase I in their classrooms. Ratings of these teachers provided information on the personality and ability of 3 groups of children, (1) former Montessori preschool children, (2) former non-Montessori preschool children, and (3) non-preschool children. The children were rated on 8 major traits which contained 27 stimulus variables. Phase I data indicated that Montessori preschool children gained significantly more in verbal ability than non-Montessori preschool children. Phase II data indicated that Montessori children were superior to the children of the other 2 groups in reading readiness, interest in learning, independence, interpersonal relations, leadership, and learning ability. No differences were found in creativity or ability to adjust to the traditional-type school. 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