“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Snyder, Allyson L.; LeBoeuf, Lee; Lillard, Angeline S.

doi:10.1002/pits.22777

Cited by 5 publications

(5 citation statements)

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“…Montessori students, relative to conventional-school students, report feeling a stronger sense of community at school (Rathunde and Csikszentmihalyi, 2005;Lillard and Else-Quest, 2006) and enjoying schoolwork more (Lillard et al, 2017). Adults who attended Montessori schools also report remember liking school more than adults who attended non-Montessori schools (Snyder et al, 2022). Based on these findings, one might expect Montessori students to be more motivated to attend school and thus be less likely to be chronically absent, given that higher student engagement is associated with lower chronic absenteeism .…”

Section: Attendance In Montessori Schoolsmentioning

confidence: 96%

The Unlearning of School Attendance: Ideas for Change

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Attendance In Montessori Schoolsmentioning

confidence: 96%

The Unlearning of School Attendance: Ideas for Change

2024

Frontiers Research Topics

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Section: Attendance In Montessori Schoolsmentioning

confidence: 97%

Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

2023

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In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. Using data from the Civil Rights Data Collection, we identified a sample of Title 1 Montessori and non-Montessori schools with propensity score matching, and we used multilevel modeling to compare racial disparities in chronic absenteeism rates across school types. There was no significant difference in the average overall rates of chronic absenteeism across school types; nor were there sizable or significant differences in average racial disparities in the rates of chronic absenteeism between Black and White or Hispanic and White students, though Montessori schools had slightly lower average rates for White students. We discuss how shortcomings in the way chronic absenteeism data are collected limit intervention work by preventing researchers from answering questions about why students are chronically absent.

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“…For example, self-determination is associated with higher well-being (Ryan, 2000), and in Montessori environments, relative to conventional school environments, children are given considerable freedom as long as they use that freedom to constructive ends for their own and others' development . People who attended Montessori as children have higher adult well-being and recall liking school better during childhood (LeBoeuf, 2022).…”

Section: Nonacademic Outcomesmentioning

confidence: 99%

“…Another study of long-term academic outcomes (not included here because it lacked appropriate controls) also found better academic performance for Montessori students (with unclear program implementation) even years after they had left the program . Other studies suggest that without regard to implementation, Montessori predicts better nonacademic outcomes (LeBoeuf, 2022;. founded to "Americanize" Montessori education (Rambusch, 1992), are relatively more supportive of conventional American education practices like tests, due dates, worksheets, and whole-class activities (Daoust, 2018, April), which might dilute the immediate effects of the Montessori program as compared to traditional education.…”

Section: Potential Moderatorsmentioning

confidence: 99%

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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“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Cited by 5 publications

References 70 publications

The Unlearning of School Attendance: Ideas for Change

The Unlearning of School Attendance: Ideas for Change

Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

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

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