Comparison of Academic Achievement Between Montessori and Traditional Education Programs

Lopata, Christopher; Wallace, Nancy; Finn, Kristin V.

doi:10.1080/02568540509594546

Cited by 91 publications

(78 citation statements)

References 3 publications

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“…6 A more recent study of older children compared 8th grade Montessori and non-Montessori students matched for gender, ethnicity and socio-economic status. 25 The study found lower scores for Montessori students for English/ Language Arts and no difference for maths scores, but the participating Montessori school altered the "ideal" by issuing evaluative grades to pupils and introducing non-Montessori activities. 6 These same limitations then make it difficult to interpret studies that have found 'later' benefits for children who have been followed up after a subsequent period of conventional education.…”

Section: Evaluations Of Montessori Educationmentioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

122

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The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

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Section: Evaluations Of Montessori Educationmentioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

122

View full text Add to dashboard Cite

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“…Montessori believed that it was necessary to train the senses first before training the mind (Lopata et al, 2005).…”

Section: Montessori Methodsmentioning

confidence: 99%

Untitled

2016

IJEPRR

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Montessori is a method of education started by Maria Montessori in 1903 for the educationally backward children; after finding its efficacy on them it was thought that it even well suits for the normal children. It became very popular throughout the world in the 20 th century and has been implemented both in private and public institutions. Based on certain principles it is evident in many of the researches conducted so far that the Montessori education is conducive for the overall development in social, emotional and cognitive components of children. With this background the present study was conducted to explore the effect of Montessori education on social development in terms of self-concept of the children as compared to the children of traditional method of education. Using descriptive and parametric tests for the obtained data it was found that the Montessori children have very high self-concept than the traditional children. Percentage result shows that the traditional children's self-concept ranges from low to high category and the Montessori children's self-concept ranges from high and very high, which indicated marked difference between them in self-concept. According to independent samples t-test results there was a statistical significant difference between the Montessori children group and the traditional children group, the Montessori children are found to have higher self-concept.

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“…Not all findings have been positive, however. Using a majority-minority student sample, Lopata, Wallace, and Finn (2005) found no clear advantage on standardized math and language arts assessments for fourth-and eighth-grade Montessori students as compared to their peers in traditional and magnet schools.…”

Section: Montessori Students Of Color and Academic Achievementmentioning

confidence: 99%

Students of Color and Public Montessori Schools: A Review of the Literature

Debs

Brown²

2017

JoMR

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Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.

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Comparison of Academic Achievement Between Montessori and Traditional Education Programs

Cited by 91 publications

References 3 publications

Montessori education: a review of the evidence base

Montessori education: a review of the evidence base

Untitled

Students of Color and Public Montessori Schools: A Review of the Literature

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