High School Outcomes for Students in a Public Montessori Program

Dohrmann, Kathryn Rindskopf; Nishida, Tracy; Gartner, Alan; Lipsky, Dorothy Kerzner; Grimm, Kevin J.

doi:10.1080/02568540709594622

Cited by 60 publications

(55 citation statements)

References 16 publications

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“…Studies of Montessori practice (Dohrmann, Nishida, Gartner, Lipsky, & Grimm, 2007;Hanson, 2009;Hobbs, 2008;McCladdie, 2006;Peng, 2009) included the same learner-centered approaches, such as differentiated instruction and auto-education, cited in general education studies (Weinberger & McCombs, 2003). These findings are also found in SDT literature, pointing to a possible positive correlation between autonomy supports and student achievement (Chirkov, 2009;Chirkov & Ryan, 2001;Niemiec, et al, 2006;Shih, 2008;Soenens & Vansteenkiste, 2005).…”

Section: Implications For Educators Of Middle School Studentssupporting

confidence: 61%

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Johnston

2016

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Abstract. This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by selfdetermination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student.Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students. Literature ReviewThe design of the Montessori adolescent program was based on the notes and transcripts from a lecture series in which Maria Montessori coined the term erdkinder-child of the land. She used the term to describe the child in the third plane of development defined as ages 12 to 18. She also used erdkinder to refer to the adolescent learning environment (Montessori, 1967). She believed that the upheaval of this stage was a special time during which the spiritual embryo of the child could awaken. The adolescent program was a place to nurture older children's intellectual, psychological, and emotional development, where children could be liberated through education within a community of caring adults and peers (Montessori, 1967). Choice, working toward mastery, and building community-all hallmarks of Montessori philosophy and methodology-are the foundation upon which autonomy, competence, and relatedness are developed.Autonomy, competence, and relatedness are the three constructs of self-determination theory (SDT), a subtheory of human motivation developed in 1985 by Deci and Ryan. This work defined selfdetermination as the feeling of control over one's destiny. International studies showed that when the needs to develop autonomy, competence, and relatedness were supported, individuals felt in control of their destiny, motivating them to achieve their goals.Supports for these needs are embedded in the adolescent program as described by Montessori (Montessori, 1964(Montessori, , 1972b(Montessori, , 1973. The present study sought to capture the experiences of seventh-grade

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Section: Implications For Educators Of Middle School Studentssupporting

confidence: 61%

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Johnston

2016

JoMR

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“…A quasiexperimental design compared the performance on math and reading standardized state tests across third-grade Black students at public Montessori schools, traditional schools, and other choice schools and found that the students at the Montessori school had significantly higher reading scores (Brown, 2016). A longitudinal study of high school graduates found that those students who attended public, magnet Montessori preschools and elementary schools scored higher on math and science indicators compared to a peer control group (Dohrmann et al, 2007). Similarly, Lillard and Else-Quest (2006) found better outcomes on academic and social measures at ages 5 and 12 for students who were randomly assigned to attend Montessori schools.…”

Section: Efficacy Of Montessori With Students Of Colormentioning

confidence: 99%

“…Public Montessori schools have shown positive outcomes for students from diverse racial and class backgrounds (Ansari & Winsler, 2014;Brown, 2016;Dohrmann, Nishida, Gartner, Lipsky, & Grimm, 2007;Lillard & Else-Quest, 2006;Mallett & Schroeder, 2015). A quasiexperimental design compared the performance on math and reading standardized state tests across third-grade Black students at public Montessori schools, traditional schools, and other choice schools and found that the students at the Montessori school had significantly higher reading scores (Brown, 2016).…”

Section: Efficacy Of Montessori With Students Of Colormentioning

confidence: 99%

Social Justice Education in an Urban Charter Montessori School

Banks¹,

Maixner²

2016

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Abstract. As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE) focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents-often color-blind or minimizing of the relevance of race-consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

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“…However, this study did not examine exclusionary sanctions like suspension, nor did it provide a comparison with a traditional school. While several studies have been conducted to compare academic achievement in Montessori and non-Montessori environments (Dohrmann et al, 2007;Lillard & ElseQuest, 2006;Lopata, Wallace, & Finn, 2005), there is a need for research on discipline outcomes in Montessori settings because discipline and achievement are inextricably linked (Gregory et al, 2010). Various studies have evaluated the academic benefits of Montessori for students of color (Ansari & Winsler, 2014;Lopata et al, 2005;Rodriguez, Irby, Brown, Lara-Alecio, & Galloway, 2005), but none have examined discipline for students of color in Montessori schools.…”

Section: Montessori Behavior and Disciplinementioning

confidence: 99%

“…As Montessori programs continue to expand in the public sector, research increasingly has focused on various academic (Dohrmann, Nishida, Gartner, Lipsky, & Grimm, 2007;Lillard & Else-Quest, 2006) and social-emotional (Rathunde & Csikszentmihalyi, 2005) outcomes of the Montessori Method that could improve American public education. One area that remains underresearched, however, is discipline in public Montessori programs-specifically, racially disproportionate disciplinary sanctions.…”

mentioning

confidence: 99%

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Brown

Steele

2015

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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

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High School Outcomes for Students in a Public Montessori Program

Cited by 60 publications

References 16 publications

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Social Justice Education in an Urban Charter Montessori School

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

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