Fidelity Issues in Montessori Research

Murray, Angela K.; Daoust, Carolyn

doi:10.5040/9781350275638.ch-20

Cited by 4 publications

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“…Although several measures have been used in previous studies to represent Montessori implementation (e.g., AMI credentials, time children spent on working with Montessori materials, using predetermined criteria), there is no widely accepted instrument to assess the fidelity of Montessori implementation (Murray & Daoust, 2023). The Teacher Questionnaire for Montessori Practices (TQMP), as developed by Murray et al (2019), is a robust tool with some validity evidence to measure Montessori implementation.…”

Section: Contemporary Montessori Fidelity Measurementmentioning

confidence: 99%

Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context

De Brouwer,

Morssink-Santing,

Van der Zee

2024

JMR

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Montessori education has existed for more than 100 years and counts almost 16,000 schools worldwide (Debs et al., 2022). Still, little is known about the implementation and fidelity of Montessori principles. Measuring implementations holds significant importance as it provides insight into current Montessori practices and because it is assumed that implementation might influence its effectiveness. In the Netherlands, it is especially important to measure fidelity because of the country’s history of flexible implementation of Montessori principles. No instruments currently exist that are specifically designed to measure Montessori implementation in the Dutch context. This study aims to validate a translated version of the Teacher Questionnaire for Montessori Practices, developed by Murray et al. (2019), within the Dutch early childhood education context. Additionally, it seeks to investigate the extent to which Montessori principles are implemented in Dutch early childhood schools. Data were collected from 131 early childhood Montessori teachers. Confirmatory factor analysis revealed that the Dutch dataset did not align with the factor structure proposed by Murray et al. (2019). Subsequent exploratory factor analysis led to the identification of a 3-factor solution, encompassing dimensions related to Children’s Freedom, Teacher Guidance, and Curriculum, which shows some similarities with Murray et al.’s (2019) factors. Implementation levels in the Netherlands varied, with the highest level of implementation observed in Children’s Freedom and the lowest in Curriculum.

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Section: Contemporary Montessori Fidelity Measurementmentioning

confidence: 99%

Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context

De Brouwer,

Morssink-Santing,

Van der Zee

2024

JMR

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“…We found only one quantitative meta-analysis of Montessori education and it included only two studies of Montessori . This There have been several narrative reviews related to Montessori education's impact on academic and nonacademic outcomes, and they have focused especially on preschool-aged children, termed primary in Montessori circles (e.g., Ackerman, 2019;Boehnlein, 1988;Marshall, 2017;Murray, 2010). Murray's (2010) Although thorough, Jones failed to take a systematic approach to searching the literature and did not quantitatively synthesize the research data.…”

Section: Why It Is Important To Do This Reviewmentioning

confidence: 99%

“…This There have been several narrative reviews related to Montessori education's impact on academic and nonacademic outcomes, and they have focused especially on preschool-aged children, termed primary in Montessori circles (e.g., Ackerman, 2019;Boehnlein, 1988;Marshall, 2017;Murray, 2010). Murray's (2010) Although thorough, Jones failed to take a systematic approach to searching the literature and did not quantitatively synthesize the research data. Boehnlein (Boehnlein, 1988; reviewed the Montessori education research that may be of interest to public schools, summarizing the results as follows:…”

Section: Why It Is Important To Do This Reviewmentioning

confidence: 99%

“…Material sets increase in difficulty, serving the youngest to the oldest children in each classroom. The teacher's role in Montessori is to connect children to the environment by showing them (individually or in small groups) how to use the materials, at a time when each child is judged to be ripe to learn them (Elkind, 2003;Montessori, 1964;Montessori, 2012;Murray, 2010). The teacher spends a great deal of time simply observing the children, judging their ripeness, and figuring out when and how to stoke a child's interest.…”

Section: Description Of the Conditionmentioning

confidence: 99%

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Montessori education's impact on academic and nonacademic outcomes: A systematic review

Randolph

Bryson

Menon

et al. 2023

Campbell Systematic Reviews

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BackgroundMontessori education is the oldest and most widely implemented alternative education in the world, yet its effectiveness has not been clearly established.ObjectivesThe primary objective of this review was to examine the effectiveness of Montessori education in improving academic and nonacademic outcomes compared to traditional education. The secondary objectives were to determine the degree to which grade level, Montessori setting (public Montessori vs. private Montessori), random assignment, treatment duration, and length of follow‐up measurements moderate the magnitude of Montessori effects.Search MethodsWe searched for relevant studies in 19 academic databases, in a variety of sources known to publish gray literature, in Montessori‐related journals, and in the references of studies retrieved through these searches. Our search included studies published during or before February 2020. The initial search was performed in March 2014 with a follow‐up search in February 2020.Selection CriteriaWe included articles that compared Montessori education to traditional education, contributed at least one effect size to an academic or nonacademic outcome, provided sufficient data to compute an effect size and its variance, and showed sufficient evidence of baseline equivalency–through random assignment or statistical adjustment–of Montessori and traditional education groups.Data Collection and AnalysisTo synthesize the data, we used a cluster‐robust variance estimation procedure, which takes into account statistical dependencies in the data. Otherwise, we used standard methodological procedures as specified in the Campbell Collaboration reporting and conduct standards.Main ResultsInitial searches yielded 2012 articles, of which 173 were considered in detail to determine whether they met inclusion/exclusion criteria. Of these, 141 were excluded and 32 were included. These 32 studies yielded 204 effect sizes (113 academic and 91 nonacademic) across 132,249 data points. In the 32 studies that met minimum standards for inclusion, including evidence of baseline equivalence, there was evidence that Montessori education outperformed traditional education on a wide variety of academic and nonacademic outcomes. For academic outcomes, Hedges' g effect sizes, where positive values favor Montessori, ranged from 0.26 for general academic ability (with high quality evidence) to 0.06 for social studies. The quality of evidence for language (g = 0.17) and mathematics (g = 0.22) was also high. The effect size for a composite of all academic outcomes was 0.24. Science was the only academic outcome that was deemed to have low quality of evidence according to the GRADE approach. Effect sizes for nonacademic outcomes ranged from 0.41 for students' inner experience of school to 0.23 for social skills. Both of these outcomes were deemed as having low quality of evidence. Executive function (g = 0.36) and creativity (g = 0.26) had moderate quality of evidence. The effect size for a composite of all nonacademic outcomes was 0.33. Moderator analyses of the composite academic and nonacademic outcomes showed that Montessori education resulted in larger effect sizes for randomized studies compared to nonrandomized studies, for preschool and elementary settings compared to middle school or high school settings, and for private Montessori compared to public Montessori. Moderator analyses for treatment duration and duration from intervention to follow‐up data collection were inconclusive. There was some evidence for a lack of small sample‐size studies in favor of traditional education, which could be an indicator of publication bias. However, a sensitivity analysis indicated that the findings in favor of Montessori education were nonetheless robust.Authors' ConclusionsMontessori education has a meaningful and positive impact on child outcomes, both academic and nonacademic, relative to outcomes seen when using traditional educational methods.

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Walking a desire track: Montessori pedagogy as resistance to normative pathways

Archer

2024

Pedagogy, Culture & Society

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Fidelity Issues in Montessori Research

Cited by 4 publications

References 0 publications

Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context

Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context

Montessori education's impact on academic and nonacademic outcomes: A systematic review

Walking a desire track: Montessori pedagogy as resistance to normative pathways

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