Abstract/Notes: This narrative study investigated through storytelling the experiences of five students who attended a Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude necessary for students to successfully transition to high school. This study suggests that Montessori middle school practices may foster the intellectual and emotional growth of students so that they can successfully transition to high school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade.

Language: English

DOI: 10.17161/jomr.v6i2.13854

ISSN: 2378-3923

Abstract/Notes: This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

Language: English

DOI: 10.17161/jomr.v4i2.6715

ISSN: 2378-3923

Abstract/Notes: The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.

Language: English

DOI: 10.17161/jomr.v3i2.6585

ISSN: 2378-3923

Abstract/Notes: Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

Language: English

DOI: 10.17161/jomr.v3i2.6453

ISSN: 2378-3923

Abstract/Notes: 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.

Language: English

DOI: 10.17161/jomr.v3i1.5859

ISSN: 2378-3923

Abstract/Notes: Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.

Language: English

DOI: 10.17161/jomr.v2i1.5677

ISSN: 2378-3923

Abstract/Notes: The aim of this study was to determine the effect of teaching Montessori Method on self–concept and motivation of elementary first-grade students in Tabriz. Information was collected on the basis of semi-experimental pretest-posttest research with control group. The population consists of all elementary first grade male students of Tabriz which were 665 schools in 2015-2016 school years. The sample includes 40 primary school pupils (20 in the experimental group and students 20 in the control group) who were selected by multistage cluster random sampling. To collect data, self-motivation Liu, Wang and Parkyn’s questionnaire was used to assess self-concept and motivation for preschool and elementary school age groups. The Montessori method teaching sessions (40 sessions) were conducted on the experimental group and the control group was exposed to traditional and traditional education. After holding Montessori classes sessions and analyzing data with Covariance method, results showed that teaching Montessori Method has been effective on self-concept and motivation of elementary school students. And this method has been able to boost self-image and increase motivation in male students.

Language: Persian

DOI: 10.30495/JINEV.2019.665916

ISSN: 2345-6299, 2476-5627

Abstract/Notes: Schools following the Montessori philosophy use individual and small-group teaching methods and hands-on, concrete materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing interview task responses of 93 students in grades 1-3 in a Montessori school (n = 47) and in a mostly traditional comparison school (n = 46). Data analysis revealed statistically significant differences favoring the Montessori students on conceptual tasks when grade 1 and all grades were compared. No statistically significant differences were found on procedural tasks between schools at any grade level or overall.

Language: English

DOI: 10.1080/24727466.2008.11790278

ISSN: 1947-7503, 2472-7466

Abstract/Notes: This study investigated the effect of using activities based on the Montessori approach in science academic achievement of the fourth grade students. A quasiexperimental design was used wherein the students were equally divided into two groups: the experimental and the control group. Both groups consisted of 31 students. To achieve the aim of the study, Montessori Hall has been set up with six dimensions, and each corner has several shelves comprised different materials used for conducting the science activities. In addition, a teacher guide was prepared to be used by the teacher to implement the Montessori approach for the experimental group. Finally, an achievement test that consisted of seven multiple choice questions (MCQs) and five short answer questions was constructed and administered to both study groups. The results of the study indicated that there were statistically significant differences at the level of significance (P ≤ 0.05) between the mean values of the experimental and the control groups in the academic achievement in favor of the experimental group. In light of the study results, the study recommends holding training workshops for teachers on how to use the Montessori approach in teaching science classes.

Language: English

DOI: 10.29333/iji.2019.12244a

ISSN: 1308-1470, 1694-609X

Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.

Language: English

DOI: 10.7709/jnegroeducation.86.4.0439

ISSN: 0022-2984, 2167-6437