Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II

Lillard, Angeline S.; McHugh, Virginia

doi:10.17161/jomr.v5i1.9753

Cited by 17 publications

(9 citation statements)

References 21 publications

(20 reference statements)

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“…Montessori education revolves around the idea that children “best learn by absorbing and interacting with different aspects of their environment, as opposed to being directly taught specific knowledge and skills” (Ackerman, 2019 , p. 2). As such, Montessori education relies on a specific organization and physical environment, with mixed‐age classrooms that are open and have well‐defined spaces for different parts of the curriculum (e.g., language, math; Lillard & McHugh, 2019a ). It also involves specific pedagogical tools, including a set of highly organized multisensory and auto‐corrective materials that are presented by highly trained teachers and are designed to promote learning through action and manipulation at the child’s own pace (Lillard & McHugh, 2019a ).…”

Section: The Montessori Preschool Curriculummentioning

confidence: 99%

“…As such, Montessori education relies on a specific organization and physical environment, with mixed‐age classrooms that are open and have well‐defined spaces for different parts of the curriculum (e.g., language, math; Lillard & McHugh, 2019a ). It also involves specific pedagogical tools, including a set of highly organized multisensory and auto‐corrective materials that are presented by highly trained teachers and are designed to promote learning through action and manipulation at the child’s own pace (Lillard & McHugh, 2019a ). Because Montessori pedagogy aims to promote self‐directed learning, children are allowed to freely choose their activities.…”

Section: The Montessori Preschool Curriculummentioning

confidence: 99%

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Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System

et al. 2021

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Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; M age = 5-6) and longitudinal analyses over the 3 years of preschool (N = 70; M age = 3-6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.Social and economic disparities have a tremendous impact on the academic, cognitive, and socioemotional development of children and adolescents. For example, in the United States and across Europe, socioeconomic status (SES) explains up to 15% of the variance in reading and math performance of highschoolers (OECD, 2016). Disadvantaged children also lag behind more advantaged peers on measures of cognitive and socioemotional abilities (Farah, 2017). These SES-related differences emerge as early as age 4 and tend to grow over time (Jordan & Levine, 2009; OECD, 2016). Thus, it is increasingly believed that interventions aimed at reducing inequalities should focus on early childhood, a period of enhanced brain plasticity during which cognitive skills may be the most responsive to cognitive and social stimulation (Thomas & Knowland, 2009). This has led to a renewed interest in preschool programs as a way to reduce the influence of SES disparities on early childhood development (Campbell et al., 2014;Duncan & Magnuson, 2013).Interest in early childhood education emerges from a large body of evidence showing that structured preschool programs can have a positive impact on school readiness and cognitive development of disadvantaged children (Campbell et al., 2014;Heckman, Moon, Pinto, Savelyev, & Yavitz, 2010). To date, policies have largely focused on structural factors such as teacher qualification (Jackson, Rockoff,We owe a debt of gratitude to A. Gascher and all of the teachers from both schools. This research would not have been possible without their involvement and dedication to the project. We also thank A

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Section: The Montessori Preschool Curriculummentioning

confidence: 99%

Section: The Montessori Preschool Curriculummentioning

confidence: 99%

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System

et al. 2021

View full text Add to dashboard Cite

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“…Montessori education is a complex, deeply thought-out system developed in the early decades of the last century by an Italian physician and her collaborators, based on close observation of children and their responses to curated materials and an evolving set of environmental conditions (Lillard & McHugh, 2019a, 2019bMontessori, 2017). The children Montessori initially observed were atypically developing; the next group consisted of lower income students; and eventually Montessori worked with children of all social classes in Europe, America, and Asia, including 9 years in India during and after World War II.…”

Section: Montessori Schoolingmentioning

confidence: 99%

Standardized Test Proficiency in Public Montessori Schools

Snyder

Tong

Lillard

2021

Journal of School Choice

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Although Montessori is the most common unconventional education model, no multi-state study has compared standardized test proficiency of Montessori schools with districts. Here we report on this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more proficient in ELA. In 8 th grade they were also more proficient on ELA and showed a trend to greater proficiency in math. Black, Hispanic, and economically disadvantaged students at Montessori schools were more proficient on ELA tests, and performed better or similarly on math tests, at both grade levels. Achievement gaps were generally smaller. Difference in percent proficient in 8 th grade controlling for 3 rd grade was consistently greater at Montessori schools than in districts. Potential reasons for the different performance of Montessori schools are discussed.

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“…The preceding paragraphs illustrate that, although Montessori professional development, rubrics, and coaching initiatives exist, no comprehensive rubric is available for formative assessment that includes specific expectations of Montessori teacher practice that includes descriptions of levels of performance. In addition, because classroom practices and expectations for Montessori teachers are quite different from those for conventional teachers, examining research outside of Montessori education is instructive but insufficient (Lillard & McHugh, 2019a, 2019b. Coaching as an approach to professional development translates to Montessori environments, but the content of that coaching differs because early-career Montessori teachers require guidance on mastering the unique role of teachers in Montessori classrooms (Damore & Rieckhoff, 2021;Saylor et al, 2018).…”

Section: Need For a Montessori-specific Coaching Rubricmentioning

confidence: 99%

Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development

Murray

Daoust

Mallett

2021

JMR

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Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher’s development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric’s content was based on Maria Montessori’s writings and welldocumented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric’s usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers’ self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.

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Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II

Cited by 17 publications

References 21 publications

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System

Standardized Test Proficiency in Public Montessori Schools

Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development

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