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Article
Developing Instruments to Measure Montessori Instructional Practices
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 5, no. 1
Date: 2019
Pages: 75-87
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Abstract/Notes: Researchers who study any intervention must rule out potential alternative explanations for their results by establishing that the program being investigated is implemented with fidelity. Various instructional practices are attributed to the Montessori Method because the term is not legally protected, meaning any school can say it is Montessori regardless of the degree to which it adheres to practices generally understood to represent Montessori education. Researchers have used a variety of tools to measure the fidelity of Montessori environments they study, but most of these tools lack an extensive psychometric foundation or are labor intensive, requiring in-person observation. The purpose of this study was to examine the psychometric properties of instruments that were developed to measure Montessori implementation through Early Childhood (EC) and Elementary (EL) teachers’ reported instructional practices. Findings supported three hypothesized dimensions of Montessori implementation (structure, curriculum, and freedom), which worked fairly well in describing practices. While the properties of these instruments are promising and provide preliminary supporting evidence, results of this analysis suggest further refinement of the items in these instruments is necessary with larger and more diverse samples. While we do not suggest that these are finalized tools, we believe they provide a valuable starting point that is a vast improvement over the requirement of investigators to develop their own instruments as part of each Montessori study they design. The authors hope other researchers will incorporate these instruments into their studies to help build a robust body of evidence supporting their use.
Language: English
ISSN: 2378-3923
Article
The Montessori Approach as a Model of Personalized Instruction
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 2
Date: 2020
Pages: 13-25
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Abstract/Notes: I present a brief overview of the key elements of personalized learning and Montessori education, a related pedagogical approach, aiming to examine common theoretical principles and key elements. I discuss the common features of personalized instruction and the Montessori approach of education. Both personalized instruction and the Montessori approach stand firmly on a constructivist paradigm and share many philosophical and theoretical principles. Research has shown that Montessori education is one of the most visible models that incorporates numerous aspects of personalized instruction and shares many common elements with personalized learning. This research has shown that, while personalized instruction also suggests many strategies for implementation of the concept, Montessori education actualizes the principles of personalized learning.
Language: English
ISSN: 2378-3923
Article
Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction
Available from: SAGE Journals
Publication: Educational Evaluation and Policy Analysis, vol. 44, no. 4
Date: May 23, 2022
Pages: 567-592
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Abstract/Notes: This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.
Language: English
DOI: 10.3102/01623737221093382
ISSN: 0162-3737
Article
Assessment of Instructional Materials and Strategies for Teaching Montessori Pupils in English Language in Nigeria
Available from: Institute of Advance Scholars (IAS)
Publication: Advance Journal of Education and Social Sciences, vol. 4, no. 11
Date: 2019
Pages: 14-19
Africa, Language education, Literacy, Montessori method of education - Evaluation, Montessori schools, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The study examined the Assessment of instructional materials and strategies for teaching Montessori pupils English language in Nigeria: Two research questions guided this study while two hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population for the study was 351 respondents which comprised 118 male and 233 female teachers respectively. The sample size of the study still stood at 351 because the population was manageable. The instrument for data collection was the researcher developed questionnaire titled: “Assessment of instructional material, and strategies for teaching Montessori pupils English language in Nigeria (ASIMS): The instrument was validated by three specialist, two specialist in the Department of Art and Social Sciences Education from Godfrey Okoye University Thinkers Corner Enugu, Enugu State of Nigeria, one specialist in Measurement and Evaluation from Enugu State University of Science and Technology. To ascertain the internal consistency of the instrument, Crombach Alpha was used. The computation yielded 0.79 for cluster A, 0.82 for cluster B,. The instrument has an overall reliability index of 0.80 which indicates that the instrument is reliable and, therefore, considered appropriate for use.Mean scores and standard deviation were used to answer the research questions and t-test statistic was used to test the hypotheses at 0.05 level of significance. The findings of the study showed, that there are instructional materials available for teaching Montessori pupils English Language. Teachers agree that Montessori Education methods is appropriate, and a host of other findings. Based on the findings of the study, the researcher recommended that Enugu State of Nigeria as a matter of priority endeavour to allocate adequate instructional materials for proper enhancement of academic achievement of Montessori pupils.
Language: English
ISSN: 2237-1470, 2344-2492
Master's Thesis
The Impact of Cognitively Guided Instruction on Students' Mathematical Mindsets
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The purpose of this research was to analyze the impact of an inquiry-based word problem-solving framework, known as Cognitively Guided Instruction (CGI), on students’ mathematical mindsets in an early elementary Montessori classroom. Students received one word problem-solving lesson per week over a six-week period. Students completed a pre-intervention and post-intervention mathematical mindset rubric, as well as CGI assessment. Both qualitative and quantitative results show that students had an increase in their variety of word problem-solving strategies, were able to solve word problems more accurately, and showed increased levels in self-efficacy, perception, and affinity towards math. Based on these results, CGI could be utilized as a supplementary instructional method to build students’ mathematical mindsets and word problem-solving skills in Montessori classrooms. Further research is needed to know if these results hold true for other student populations.
Language: English
Published: St. Paul, Minnesota, 2023
Article
Chautauqua Institution: A System of Popular Education; Department of Instruction: Official Program
Available from: Chatauqua Institution
Publication: The Chautauquan Daily (Chautauqua, New York)
Date: Jul 16, 1912
Pages: 1
Americas, Anne E. George - Biographic sources, Anne E. George - Speeches, addresses, etc., Chautauqua Institution, Chautauquas, Education - Study and teaching, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: "11:00 am LECTURE: 'Montessori Materials and Method of Presentation,' Miss Anne E. George. Hall."
Language: English
Article
To Introduce Her System; Mme. Montessori Will Give Instruction Course in California
Available from: Chronicling America (Library of Congress)
Publication: Washington Sunday Star (Washington, D.C.)
Date: Apr 1, 1917
Pages: I-5
Adelia McAlpin Pyle - Biographic sources, Americas, Katherine Moore - Biographic sources, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Teacher training, United States of America
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Abstract/Notes: Announcement was made here yesterday that Mme. Montessori will give a three-month national Montessori course in California during June, July and August. The course will deal with the education of children between six and ten years old. Primary teachers are to be accepted. Miss Adelia McAlpin Pyle is to be interpreter. Mme. Montessori has appointed Miss Katherine Moore, 2003 South Grand avenue, Los Angeles, Cal., as organizer of the course.
Language: English
Doctoral Dissertation (Ph.D.)
Public Montessori Educational Instructional Practices: A Deeper Look into Accountability
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this study was to explore and reveal the process behind how teachers that administer standards-based tests implement instructional practices in the classroom according to the accountability measures of NCLB. The study revealed how teachers in two different school settings prepared their students for the yearly standardized test. In addition, perspectives from administrators and teachers in a Montessori public school and a traditional school setting was included to explain how teacher attitudes toward NCLB are involved in the test preparation process and how specific instructional practices affect student achievement. This research study was conducted using qualitative and quantitative research methods which discovered many similarities and differences between the two teaching and learning environments. The goals of the study were to determine (a) whether there was a significant difference between the Montessori public school teachers and the traditional public school teachers in terms of their perceptions of daily instructional practices, and (b) the significant difference between the Montessori school teachers and the traditional public school teachers in terms of their perceptions toward standardized tests as required by the NCLB law. The primary methods used in the study included a survey and face-to-face interviews with administrators and teachers’ in Grades 3–8. Findings from the study showed that both groups of teachers implemented many of the same instructional practices, but in different ways and from different perspectives as shared by the voices of the teachers throughout the study. Teachers made it a goal to prepare students for standardized testing according to the state requirements. In both learning environments students exhibited success on standardized test. At the administrative level the findings lead to the conclusion that the administrators at both sites support the review and use of data from school-wide assessments and state exams to help their students achieve on standardized testing and their teachers are fully supported by the administration during testing. However, it was evident that the way in which the two schools approached testing was different.
Language: English
Published: Minneapolis, Minnesota, 2010
Article
Beginning Reading Instruction: Application of Theory and Research to Practice
Available from: Macrothink Institute
Publication: International Journal of Linguistics, vol. 15, no. 2
Date: 2023
Pages: 1-24
Montessori method of education, Reading, Reading - Instruction and study, Teachers, Teaching
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Abstract/Notes: Learning theories are important as beginning reading teachers strive to meet the diverse needs of many kinds of learners. This article explores the learning principles of three theoretical experts (a) Jean Piaget, (b) Lev Vygotsky, and (c) Maria Montessori. The paper demonstrates the application of these experts’ theories related to constructivism and pragmatism educational philosophies, and the process of teaching young children to read. It is concluded, decades of relevant learning theory and beginning reading research exist. It is now time for application of theory and research, bridging what we know into our classroom practice.
Language: English
ISSN: 1948-5425
Article
Explicit Spelling Instruction Drives Literacy
Available from: Montessori Public
Publication: Montessori Public, vol. 7, no. 2
Date: Spring 2023
Pages: 4-5
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Language: English