Abstract/Notes: This chapter describes how learning in the Montessori system hinges on students’ self-determined engagement which is encoded in the approach. Montessori environments are designed to engage students’ interests and offer activities that are challenging—but not too challenging—for each child. Montessori schools have been associated with positive outcomes related to students’ intrinsic motivation, academic engagement, and social cohesion. Although more remains to be learned about students’ motivation and engagement in Montessori education, available research-based knowledge on Montessori schools’ impact on student motivation is promising, with strong theoretical grounds for such a relation.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: The present study is a test of Self -Determination theory, which is well established in the field of education with a huge body of empirical evidence to support its assumptions that when the three universal psychological needs (Autonomy, Competence & Relatedness) of a child are met they will grow and function optimally leading to enhanced well-being. It is evident that Montessori philosophy is overlapping with the components of SDT. This study was conducted to examine the extent to which the three psychological needs are satisfied in Montessori schools in comparison to the Traditional schools. A purposive sample size of 80 children in elementary grades was selected from both Montessori and Traditional schools. Perceived support experienced by the children and their Well-Being was determined to establish the assumption of the SDT. The results showed that children in Montessori schools experienced greater satisfaction of needs when compared to traditional school children. However, the well-being of children from both school types didn’t vary much and the causes can be attributed to factors outside classroom. These findings have some strong implications for policy makers, educators and parents.

Language: English

Published: Bangalore, India, 2018

Abstract/Notes: Montessori education was developed over a century ago. Dr. Montessori and her followers designed learning environments to meet the academic, social and psychological needs of students from eighteen months to eighteen years old. Within her writings and books, Dr. Montessori described strategies and structures that support autonomy, competence and relatedness. These same supports are found within Self-determination Theory (SDT) literature. Research points towards a link between satisfaction of the basic needs for autonomy, competence, and relatedness and increased resilience, goal achievement, and feelings of well-being. . This study examined the influence of enrollment on the development of self- determination in a Montessori middle school which is intentionally created to support the development of autonomy, competence, and relatedness on adolescents. Bounded by self-determination, critical, and student voice theory, this research was designed to give voice to the most important stakeholders in education, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education. Based on the analysis of narrative, the major themes which represented all participants in all cycles were indicators of the importance of autonomy and relatedness. Two themes, "choose type of work", "choose order of tasks" illustrate the importance of autonomy to this group of students. The last major theme, "help me stay on top of things" highlighted the importance of relatedness to the study group. From these themes implications for middle level educators, educational leaders and future researchers were developed. Participants in the study voiced strong opinions about practices which supported autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student- centered learning environment. Educational leaders can support this shift through providing staff development and planning time. Future research suggested by this study include studies which could further examine a possible link between relatedness support and student achievement and studies designed to capture the voices of students with a low measured SDT

Language: English

Published: San Diego, California, 2013

Abstract/Notes: This action research examined how fostering student autonomy, competence, and relatedness as described in Self-determination Theory (SDT) improved the Montessori kindergarten student’s motivation to choose work from the math curriculum? By increasing the kindergarten student’s knowledge of the Montessori math curriculum sequence, an attempt was made to increase their autonomy, competence and relatedness as it pertains to choosing math work. The data collection consisted of a student survey and questionaire that was administered before and after the introduction of the action research interventions. Teacher observations were also helpful when determining if students were choosing math works at a higher rate. This research found that introducing kindergarten students to the sequence of Montessori math work improved their knowledge of and attitude towards the Montessori math curiculum.

Language: English

Published: St. Paul, Minnesota, 2013

Abstract/Notes: School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social–emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance—yet it remains Bon the margins^ (Whitescarver and Cossentino Teachers College Record, 110, 2571–2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori’s effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori’s central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned—namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform.

Language: English

DOI: 10.1007/s10648-019-09483-3

ISSN: 1040-726X, 1573-336X

Abstract/Notes: This study examined the influence of enrollment on the development of self-determination in a Montessori middle school. Bounded by self-determination 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 to the critique of middle level education.Based on the analysis of narrative major themes indicated the importance of autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student-centered learning environment.

Language: English

DOI: 10.17161/jomr.v2i1.4994

ISSN: 2378-3923

Language: English

ISSN: 0362-4331

Abstract/Notes: The purpose of this research was to determine the effects of a self-monitoring system on the social-emotional behaviors of children in a mixed-age early childhood classroom. The study took place over the course of six weeks at a public Montessori school with twelve participants ranging from ages 4 to 7. Data was collected using a teacher questionnaire, observation tallies, teacher notes, and student feedback. Findings indicated that disruptive behaviors increased and children’s ability to communicate their emotions and recognize emotions in others only slightly increased. Although the results displayed minimal changes in students' ability to self-regulate, some children appeared to become more aware of their feelings and utilized effective strategies for sharing how they felt and improving their mood. Further research might focus on a smaller group of children that need assistance with self-regulation or include an easier method of obtaining student feedback.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this action research was to determine if using flags, created as tools for signaling for help, was an effective way to develop persistence and encourage children to complete their chosen work. The study was conducted in a preschool classroom at a private Montessori school. Participants included 15 children aged three to five and three teachers. Data was collected in the form of student interviews, tallies, and observations made during the period of research. The results indicated that the helper flags increased the children’s persistence with their work and increased the likelihood they would complete their chosen work. Therefore, it was concluded that the flags were effective tools for the children. Additionally, the flags proved to be a useful classroom management technique. However, because the research was conducted at the beginning of the school year in a class of children new to the Montessori environment, it is unclear whether or not the results would apply to other classrooms. Therefore, further research is recommended in other classroom environments and at a later point in the school year.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: To glide effortlessly across any body of water, regardless of conditions, the sailor studies the movement, speed, and directional changes of the wind. After much practice, the connection to the wind becomes a part of the sailor's environment; it becomes second nature. A child sailing by himself or with a crew of peers in a large lake is just one example of children learning to connect with their environment through risk taking.

Language: English

ISSN: 1054-0040