Seton Full Day - American Montessori Society

Capitalizing on Research to
Bolster the Montessori Message
AMS 2012 Annual Conference
Pre-Conference Workshop
March 15, 2012, 1:30 - 4:30 PM
Presenters
• Angela Murray, PhD
▫ University of Kansas
▫ AMS Research Coordinator
• Sharon Damore, EdD
▫ DePaul University
▫ AMS Research Committee Chairperson Emeritus
• Janet Bagby, PhD
▫ Baylor University
▫ AMS Research Committee Member
2
Agenda
• What does research say about Montessori
outcomes?
• How can we speak mainstream language about
Montessori?
• What do people think of Montessori?
• How are schools using research today?
• How can we leverage research to promote
Montessori?
• How can AMS help?
3
Before we begin…
• On a piece of scratch paper, list 3 things you say
when asked what evidence there is about the
effectiveness of Montessori education.
1.
2.
3.
4
What does research say about
Montessori outcomes?
Montessori Outcomes
Research Background
• Outcomes research most frequently requested
• Montessori education focused on whole child
▫ participate in the nation’s conversations about
academic success as measured by standardized
tests but must not be confined to this sole
indicator
• Number of Montessori outcome research studies
published has increased in recent years
▫ including academic as well as socio-emotional
outcomes
6
Challenges in Quality
Montessori Research
• No single study can prove that Montessori
education is unequivocally superior
• Process of building a body of knowledge
• Evidence assembled from many studies over
time
• Difficult to account for diversity across
Montessori schools and teachers
• Studies must control for impact of parental
choice
The body of work summarized here includes
some of the most well-designed and
influential research regarding Montessori
outcomes
7
State of Montessori
Outcomes Research
• Research began in 1960’s
• Four studies published in mainstream academic
journals demonstrate superior academic outcomes
for Montessori students
▫ Some show results extending over many years
• Three published studies find stronger outcomes
beyond academic achievement
• Three dissertations since 2008 conclude Montessori
students have better academic results than
comparison groups
• None of the studies examined showed inferior
performance of Montessori students
8
Early research on Head
Start of limited quality
• Focused on preschool Head Start
▫ Late 1960s and early 1970s
• Preschoolers randomly assigned
▫ Montessori often one of several programs
▫ To assess effectiveness for low income students
• Montessori programs superior on some measures,
but
▫ Limited value
 Poor or unspecified implementation with programs of a
few months duration, and/or very short daily exposure to
Montessori
 Very small sample sizes
9
Montessori programs one of
largest positive effects in
meta analysis
Borman (2003) Review of
Educational Research
• Design
▫ Meta analysis
▫ Almost 30 school reform programs
▫ Two Montessori studies included
• Montessori Program Results
▫ One of largest positive effects on achievement of
all programs evaluated
10
Study finds Montessori 4th and
8th grade magnet students
comparable academically
Lopata, Wallace and Finn (2005) Journal of
Research in Childhood Education
• Design
▫ 543 urban students in 4th or 8th grade
▫ Compared to 2 other magnet schools with similar
selection criteria and one nonmagnet school
▫ Montessori schools chosen for “salient differences” in
instructional environment
▫ Matched on school characteristics
▫ Student characteristics controlled for as covariates
• Montessori Results
▫ Did not surpass students in other types of schools on
measures of academic achievement
11
Early, robust longitudinal
study shows gains lasting
into high school
Miller, et al (1975, 1983, 1984) Child
Development (Series of articles)
• Design
▫ Late 1960s
▫ Randomly assigned over 200 Head Start students
▫ At least a year in several “pre-K” programs
• Results
▫
▫
▫
▫
No difference at end of program
Montessori superior academic results by 2nd grade
Superiority continued into high school and beyond
Particularly beneficial for disadvantaged boys
12
High schoolers who previously
attended Montessori had
higher math/science scores
Dohrmann, et al (2007) Journal of Research in
Childhood Education
• Design
▫ 201 subjects
▫ Control matched on gender, race/ethnicity, SES, and high
school attended
▫ Authenticity of Milwaukee Public School’s Montessori
program in cited research
▫ Sophisticated SEM analysis
• Results of Montessori attendees from ages 3 to 11
▫ Outperformed control group on Math/Science standardized
assessments in high school
▫ No differences on English/Social Studies scores or grade
point average
13
Randomized study shows
Montessori academic and social
effectiveness
Lillard, A. (2006) Science
• Design
▫ 53 control and 59 Montessori students recruited
▫ Lottery approximated random assignment
▫ Urban, AMI recognized school
• Younger Montessori Student Results
▫ Superior standardized tests of reading and math,
▫ More positive interaction on the playground,
▫ More advanced social cognition and executive control
• Older Montessori Student Results
▫ More creative and complex essays,
▫ More positive responses to social dilemmas,
▫ Stronger sense of community at school
14
Montessori middle schoolers
more positively engaged in
school
Rathunde & Csikszentmihalyi (2005a,b)
American Journal of Education, The
Elementary School Journal
• Design
▫ 290 demographically matched Montessori and
traditional middle school students
▫ Montessori schools selected for their authenticity
▫ Surveys and Experience Sampling Method
• Results of Montessori students
▫ More positive perceptions of school and teacher,
▫ More often perceived classmates as friends,
▫ Greater affect, energy, intrinsic motivation, flow and
undivided interest
15
International study finds
Montessori approach superior
in fostering creativity
Besançon, M. and Lubart (2008) Learning and
Individual Differences
• Design
▫ 211 children in 1st-5th grade in Paris schools
 Montessori, Freinet, traditional
▫ Montessori program implementation not available
▫ Examined creativity through
 integrative tasks (drawing and story) and
 divergent thinking tasks (unusual uses for a cardboard box,
improvement of a toy and parallel lines)
• Montessori Results
▫ Better performance than children in Freinet or traditional
pedagogy
▫ True for children of all initial creative ability levels
16
Recent dissertation finds
stronger test scores among
Montessori adolescents
A comparison of academic achievement for
seventh and eighth grade students from
Montessori and non-Montessori school
programs, McDurham, Robin. Texas: Tarleton
State University; 2011.
• Public Montessori students had higher passing rates
on state mandated criterion referenced tests than
students in matched non-Montessori schools.
▫ 7th grade Montessori students had higher passing rates
in math and reading.
▫ 8th grade Montessori students had higher passing rates
in reading, science, math and social studies.
17
Dissertation finds EC
Montessori yielded superior
elementary language scores
A comparison of the achievement test
performance of children who attended
Montessori schools and those who attended
non-Montessori schools in Taiwan, Peng, HsinHui. Indiana: Indiana State University; 2009.
• 196 participants from a private Catholic elementary
school in Taipei City, Taiwan.
• Students who had Montessori early childhood
education experience had higher language arts test
scores than the students who did not have
Montessori education experience.
18
Three recent dissertations
find positive academic
outcomes for Montessori
Academic achievement: Montessori and nonMontessori private school settings, Hobbs,
Alexandra. Texas: University of Houston; 2008.
• Comparison of matched pairs of 6th grade
elementary students in Montessori and nonMontessori school settings on the Ninth Edition of
the Stanford Achievement Test.
• Reading and math achievement for students who
attended Montessori school settings is significantly
higher than students who attended non-Montessori
school settings.
19
Montessori Research
Momentum
• Hartford Longitudinal Study – Angeline Lillard
▫ Three-year grant funded study of 3-6 year olds in two
Montessori magnet schools and control group in businessas-usual schools in Hartford, CT on a range of social,
behavioral and academic outcomes.
• Teacher Practices Public Montessori Study – Daoust
▫ Study among public Montessori elementary teachers is to
provide a comprehensive view of the Montessori method as
it currently exists in public education in the United States.
• University Education Faculty Perceptions of Montessori
Education – Bagby, Barnard-Brak, Sulak, Walter,
Murray
▫ Study of 721 school of education faculty across the country
examining their thoughts on Montessori education.
20
Montessori Research
Momentum, continued
• The Effects of Environment on Children’s Executive
Function: A Study of Three Private Schools—Bagby,
Barnard-Brak, Sulak, Jones and Walter (In press
Journal of Research in Childhood Education)
▫ Examined executive function of 4th-6th grade students in
three private schools: Montessori; Classical; and Catholic.
Parent/teacher dyads rated executive function of 112
students. Montessori and Catholic teachers rated better
executive function compared to Classical school. Parents
assigned higher ratings of executive function skills than
teachers across all schools.
• 44 dissertations since 2008 incorporated Montessori
21
In Your Own Words…
• What does research say about Montessori
education?
▫ Academic outcomes
▫ Socio-emotional outcomes
22
How can we speak mainstream
language about Montessori?
21st Century Skills
Problem Solving
Executive Functioning
Motivation
Maslow and Self Actualization
Wellbeing
Mindfulness
Experts
Language of 21st Century
Skills
• Authentic learning focuses on real-world, multidisciplinary
problems and solutions and is an important educational
strategy for equipping students with 21st century skills
(Lombardi, 2007; Partnership for 21st Century Skills, 2008).
• Although authentic learning is considered a broad educational
practice, the following common components have emerged:
1.
2.
3.
4.
learning activities represent real life problems often with a
personal frame of reference;
basic knowledge and complex metacognitive skills combine to
solve the open-ended problems;
varied sources and perspectives are incorporated into the
solutions; and
a community of learners facilitates the work. (Callison &
Lamb, 2004; Maina, 2004; Renzulli, Gentry & Reis, 2004;
Rule, 2006).
24
Language of Problem
Solving
• Tomorrow’s job market will require
integration and application of knowledge to
novel and varied situations
• Problem solving in classrooms when no
solution is immediately apparent gives
students opportunities to practice these
skills
• Research study examined two key problem
solving strategies in Montessori upper
elementary
▫ Quality of learning – how meaningful
learning is to student, fostered by
interrelated concepts
▫ Depth of understanding – grasping
underlying principles rather than simple
accumulation of knowledge
25
Language of Executive
Functioning
• Success requires creativity, flexibility,
self-control, and discipline.
• Executive functions play a central role
▫ mentally playing with ideas
▫ giving a considered rather than an
impulsive response
▫ staying focused.
• Diamond and Lee (2011) evaluated four
programs, including Montessori, in
fostering executive functioning.
Science
26
Language of Executive
Functioning
• Tools of the Mind – 18 of 18 characteristics
• Montessori – 17 of 18
▫ Only one ages 0-18
▫ Play not given prominent role: “playfulness, creativity
encouraged; but rather than play at activities like
cooking, children cook; no social dramatic play”
▫ The widest geographical spread of any educational
program. Currently in 117 countries across six
continents
▫ Teacher training 1-2 years full time plus in service
refreshers as opposed to days of workshops
• PATHS – 13 of 18
• CSRP – 6 of 18
27
Language of Executive
Functioning
Montessori Alignment with Executive Functioning
Strengthening Characteristics
Dynamic assessment
Virtually never
reprimands
Socioemotional content No extrinsic rewards
Active, hands-on
learning
Character development
EF challenged all day
Planning by child
emphasized
Extensive teacher
training
Connects cognitive,
social, emotional
development
Individualized pacing
and instruction is
pronounced
Widest geographical
spread
Particular focus on oral
language development
Child to child, cross age Scaffolds for success
tutoring
Self talk encouraged
Teacher as scientist
Labeling and
identifying feelings not
emphasized
28
Language of Motivation
• Maria Montessori was
passionate about
students’ becoming
enthused and engaged in
their own learning.
• Montessori theories
resonate with current
psychological research on
improving education.
“Our aim therefore is not merely to
make the child understand…but to
so touch his imagination as to
enthuse him to his inmost core. We
do not want complacent pupils,
but eager ones…”
(Montessori, 1989, p. 11).
29
Language of Motivation
AMS
• Four elements consistently reported as enhancing
internal motivation:
▫ Autonomy: crucial for enhancing internalized
student motivation
▫ Interest: more cognitive engagement, more learning,
and higher levels of achievement
▫ Competence: competence establishes expectations
of future success which motivates effort to meet new
challenges
▫ Relatedness: interactions with other students
provide context for shaping motivation
• These elements are evident in well-established
Montessori elementary practice.
Ryan and Deci (2000), Paul Pintrich (2003), and Timothy Seifert (2004)
30
Language of Motivation
Motivating
Element
Montessori Elementary Examples







Student control of work time
Teacher as guide
Individualized goal setting and conferences
“Going out”
Linking new knowledge to larger universe
Following the child
Uninterrupted work cycle
Competence



Sequential and individualized curriculum
Three-year age span
Individualized evaluation process
Relatedness



Three-year age cycle
Frequent small group work
Class meetings
Autonomy
Interest
31
Language of Maslow
and Self Actualization
• Abraham Maslow (1908–
1970) and Montessori
shared views about the
self-constructing
phenomena of the child
▫ “The human personality forms itself by itself, like the
embryo, and the child becomes the creator of the man,
the father of the man” (Montessori, 1965, p. 32).
▫ “We can no longer think of the person as . . . determined
only by forces external to the person. The person is . . .
his own main determinant. Every person is, in part, ‘his
own project’ and makes himself” (Maslow, 1999, p. 214).
32
Language of Maslow and
Self Actualization
Montessori Life
• Maslow said “The Self-Actualized Individual” more
frequently and intensely experiences “peak experiences”
▫ Self-actualizing people have a wonderful capacity to
appreciate again and again, freshly and naively, the basic
goods of life, with awe, pleasure, wonder, and even
ecstasy, however stale these experiences may have become
to others…. (Maslow, 1954, p. 214).
• Maria Montessori in Education and Peace
▫ “An extremely important social task lies before us:
actuating man’s value, allowing him to attain the
maximum development of his energies, truly preparing
him to bring about a different form of human society on a
higher plane” (1972, p. xiv).
33
Language of Wellbeing
• Wellbeing research often termed ‘eudaimonic’, from
Aristotle’s discussion of Eudaimonia:
▫ a state of wellbeing in which a person has achieved their
highest potential (Aristotle 4th Century BCE/1987).
• Eudaimonic research focuses on the needs associated
with psychological wellbeing: self-acceptance, positive
relations with others, autonomy, environmental mastery,
purpose in life, and personal growth.
▫ Biswas-Diener (2011) cites evidence that “…each of these
needs is actively cultivated in the children who attend
[Montessori] schools. It may be that the unique techniques
employed at Montessori schools are well-suited to
promoting a sense of self-acceptance in children, or
connectedness, or mastery.”
34
Language of Mindfulness
• Mindfulness is the “quality of focused attention on the present
moment accompanied by a non-judgmental stance.”
• Research on mindfulness practices to improve children’s wellbeing.
• Interventions with adults are clearly related to well-being, but
challenge with very young children is age-appropriateness.
• Montessori schooling “naturally incorporates practices that
align with mindfulness and are suited to very young children.”
▫
▫
▫
▫
▫
▫
▫
privileging concentrated attention
attending to sensory experience
engaging in practical work
emphasis on simplicity
avoidance of judgment
grounding in stories
mindfulness in teacher education
Lillard, A. S. (2011)
35
Language of Mindfulness
• Lillard suggests these practices “might be
responsible for some of the socio-emotional and
executive function benefits that have been
associated with Montessori education.”
• Outcomes research tied to mindfulness:
▫
▫
▫
▫
Rathunde and Csikszentmihalyi 2005a
Rathunde and Csikszentmihalyi 2005b
Lillard and Else-Quest 2006
Lillard 2011
36
Language of the Experts
• Dr. Steven Hughes, PhD, LP, ABPdN is a board-certified pediatric
neuropsychologist and lecturer at the Maria Montessori Institute in
London, England, and the Montessori Training Center of Minnesota.
▫ http://www.youtube.com/watch?v=DNkMkieHx-I
• Alfie Kohn lectures widely at universities and to school faculties,
parent groups, and corporations. Time magazine described him as
"perhaps the country's most outspoken critic of education's fixation
on grades [and] test scores."
▫ http://www.youtube.com/watch?v=npZ4dkt4e4U&feature=results_video&pla
ynext=1&list=PL8CFBBF30E77EC661
▫ http://www.youtube.com/watch?v=EQtZI58wpw&feature=autoplay&list=PL8CFBBF30E77EC661&lf=results_video&
playnext=2
• Sir Ken Robinson, PhD is an internationally recognized leader in
the development of education, creativity and innovation.
▫ http://www.youtube.com/watch?v=zDZFcDGpL4U
37
Taking Action
• For each area, identify 3 specific examples based
on your experience.
▫
▫
▫
▫
▫
▫
▫
▫
21st Century Skills
Problem Solving
Executive Functioning
Motivation
Maslow and Self Actualization
Wellbeing
Mindfulness
Experts
38
What do people think of
Montessori?
More Montessori schools in
the US than in all other
countries combined. (Shortridge, 2007)
▫ 5,000 estimated total in US. (Lillard
& Else-Quest, 2006)
▫ 400 estimated in charter and
public schools. (American Montessori Society,
n.d.)
40
Most have heard the
term, but few are
knowledgeable
Have you ever heard
the term “Montessori
Education”?
No
33%
Yes
67%
N=1520
How knowledgeable are you
about Montessori education?
25%
(1) Not at all
29%
(2)
33%
(3) Somewhat
9%
5%
(4)
(5) Very
41
Perceptions of Montessori
among School of Education
Faculty
School of education faculty reported a
moderate level of knowledge about
Montessori education.
Very few negative impressions of
Montessori education were evident
among school of education faculty.
Negative
4%
Neutral
18%
Not at all
6%
14%
Somewhat
48%
Positive
56%
23%
Very
Positive
22%
Very 10%
How Knowledgeable about
Montessori Education
N=724
General Perception of
Montessori Education
Angela K. Murray, PhD, Janet Bagby, PhD, Lucy Barnard-Brak, PhD, Tracey Sulak and Mary Walter (2012)
N=721
42
Implications for
Practitioners
• Build on high name
recognition and positive
predispositions
• Reinforce perceived
strengths in
▫ Helping children learn how to
learn
▫ Teaching children to be
respectful to others
▫ Motivating children to want to
learn
▫ Developing children’s selfdiscipline
43
Implications for
Practitioners (continued)
• Educate public on misunderstood
Montessori practices:
▫ Avoidance of extrinsic rewards - learning
activity as its own reward
▫ Unique hands-on math materials - concrete
representations of complex concepts
▫ Emphasis on developing concentration logic behind unique structure of Montessori day
▫ Significance of meaningful work - meaningful
work yields important learning and satisfaction
44
Discussion: Are these
findings what you expected?
What reinforced your
thinking
What surprised you?
45
How are schools using research
today?
Survey of the Landscape
• Some just mention that “research supports
Montessori” without specific citations
• When research listed, most often laundry list of
articles under parent education with no distinction
between theory and research
• Common items include:
▫ Lillard and Else-Quest Science article
▫ Lillard’s Montessori: Science behind the genius
▫ Other articles related to Montessori theory or practice
(Ellen Galinsky, Daniel Pink, Steven Hughes, Jane
Nelson)
▫ Current positive press (Montessori Mafia)
47
Some Examples
• Brooklyn Heights Montessori School
http://www.bhmsny.org/our-community/resources/articles/index.aspx
• Sayre Montessori School
http://www.sayremontessorischool.org/?links
• Sunstone Montessori
http://www.sunstonemontessori.org/montessori_links_articles_research
• Barbara Gordon Montessori School
http://www.bgmontessori.org/bgms/Montessori_Research.asp?SnID=1805209086
48
Brainstorming Strategies
• How can you make research more accessible to:
▫ Parents
▫ Legislators
▫ General Public
49
How can we leverage research
to promote Montessori?
External Factors
Montessori Factors
Group Activity:
Brainstorming Montessori
Marketing Message
Strengths
Weaknesses
Opportunities
Threats
51
Product Adoption Cycle
Awareness
Familiarity
Consideration
Preference
Loyalty
Advocacy
52
Translating into Marketing
Strategy
Category
Strategy
My reason for existence:
What sets my school apart from the rest:
My ideal family is:
1.
What’s most important to my ideal family
when they are choosing a school:
1.
What I want to accomplish this year:

The top 3 things that are going to get me
there:
1.
How much will each program contribute to
my revenue or growth:
1.
What will trigger my ideal family to think of
me:

Programs I am running to reach my goal
How much money will I need to get it done?
1.
From: http://smallbiztrends.com/2008/06/one-page-marketing-plan.html
53
AMS Research Resources
www.amshq.org
Resources from AMS:
Research Library
White Papers for General Audience
• "Overview of Research on Montessori Education: An
Evidence-Based Curriculum"
• "Montessori and Needs of African American
Students"
• "Special Education and Montessori Math"
White Papers for Researchers
• "Topics for Montessori Researchers"
"Challenges of Montessori Research"
"Action Research in Montessori Classrooms"
"Research Using AMS Archives"
55
Resources from AMS:
Research Library
Journal Articles
• “Montessori Education and Practice: A Review of the Literature, 1996 – 2006.” and
“Montessori Education and Practice: A Review of the Literature, 2007 – 2009.”
Montessori Life, Bagby
• “Manipulating Happiness: Maria Montessori.” International Journal of Wellbeing,
Biswas-Diener
• “ International education: The International Baccalaureate, Montessori and global
citizenship.” Journal of Research in International Education, Brunold-Conesa
• "Montessori Moments: Voices from the Field." Research supported by the American
Montessori Society and the West Side Montessori School. Ely, M, and Matias, B
• “The Early Years: Evaluating Montessori Education.” Science, Lillard, A. and ElseQuest, N.
"Montessori Elementary Philosophy Reflects Current Motivation Theories."
Montessori Life, Murray
• "Research 101: Understanding Educational Research." Montessori Life, Murray,
Bagby, and Sulak
• “Montessori and the Mainstream: A Century of Reform on the Margins.” Teachers
College Record, Whitescarver and Cossentino
56
Resources from AMS:
Research Funding
•
•
•
•
Research Mini-Grants
Dissertation and Thesis Awards
Travel Awards
Links to Outside Funding Sources
57
Resources from AMS:
Research Infrastructure
•
•
•
•
Research Committee
Research Coordinator
Annual Conference Events
Montessori Life
58
As We Wrap Up…
• On a piece of scratch paper, list 3 things you
would say now when asked what evidence there
is about the effectiveness of Montessori
education.
1.
2.
3.
59
Final items
•
•
•
•
•
AMS Teacher Research Panel
AMS/MRX Research Collaboration
Research Resources Poster and Postcards
Grad Student Roundtable Friday
Poster Session Friday
60
References
By section
Montessori Photo credits
• Unless otherwise noted, Montessori photos are
courtesy of AMI
▫ http://www.montessori-ami.org/centenary/photos/index.html
62
Highlights of Montessori
Outcomes Research
Literature
White Paper Available in AMS Research Library under Position and White Papers: "Overview of Research on Montessori Education: An Evidence-Based Curriculum"
Besançon, M., and Lubart, T., (2008) “Differences in the development of creative competencies in children schooled in diverse learning environments.” Learning and
individual differences, 18(4), p. 381Borman, G., Hewes, G., Overman, L., Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of educational research, 73(2), p. 125230.
Dohrmann, K. R., Nishida, T. K., Gartner, A., Lipsky, D. K., Grimm, K. (2007). High school outcomes for students in a public Montessori program. Journal of research in
childhood education 22(2), p. 205.
Lillard, A. & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, p. 1893-1894.
Lopata, C., Wallace, N. V., & Finn, K. V. (2005). Comparison of academic achievement between Montessori and traditional education programs. Journal of research in
childhood education, 20(1), pp. 5-13.
Miller, L. B., Dyer, J. L., Stevenson, H., and White, S. H. (1975). Four preschool programs: Their dimensions and effects. Monographs of the Society for Research in Child
Development, 40(5/6), pp. 1-170.
Miller, Louise B., & Bizzell, Rondeall P. (1983). Long-term effects of four preschool programs: Sixth, seventh, and eighth grades. Child Development, 54(3), 727-741.
Miller, L. B., Bizzell, R. P. (1984). Long –term effects of four preschool programs: Ninth and tenth grade results. Child development, 55(4), 1570-1587.
Rathunde, K. & Csikszentmihalyi, M. (2005a). Middle school students’ motivation and quality of experience: A comparison of Montessori and traditional school environments.
American journal of education, 111(3), pp. 341-371.
Rathunde, K. & Csikszentmihalyi, M. (2005b). The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. The
elementary school journal, 106(1), pp. 59-79.
A comparison of academic achievement for seventh and eighth grade students from Montessori and non-Montessori school programs
McDurham, Robin. Proquest Dissertations And Theses 2011. Section 1081, Part 0288 109 pages; [Ed.D. dissertation].United States -- Texas: Tarleton State
University; 2011. Publication Number: AAT 3462630.
A comparison of the achievement test performance of children who attended Montessori schools and those who attended non-Montessori schools in Taiwan
Peng, Hsin-Hui. Proquest Dissertations And Theses 2009. Section 0094, Part 0518 137 pages; [Ph.D. dissertation].United States -- Indiana: Indiana State University;
2009. Publication Number: AAT 3394721.
Academic achievement: Montessori and non-Montessori private school settings
Hobbs, Alexandra. Proquest Dissertations And Theses 2008. Section 0087, Part 0524 73 pages; [Ed.D. dissertation].United States -- Texas: University of Houston;
2008. Publication Number: AAT 3309550.
63
Mainstream Language:
21st Century Skills
• Full article available soon: Bagby, J. & Sulak, T. (in-press) Connecting
authentic learning and Montessori practice. Montessori life.
• Callison, D., & Lamb, A. (2004). Key words in instruction: Authentic
learning. School library media activities monthly, 21, 34-39.
• Lombardi, M. M. (2007). Authentic learning for the 21st century: An
overview. Educause Learning Initiative. Retrieved from
http://www.educause.edu/
• Maina, F. W. (2004). Authentic learning: Perspectives from contemporary
educators. Journal of authentic learning. 1(1), 1-8.
• Partnership for 21st century skills, (2008). 21st century skills, education &
competitiveness. Retrieved from http://www.21stcenturyskills.org/
• Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for
authentic learning. Educational leadership, 62, 73-77.
• Rule, A. C. (2006). Editorial: The components of authentic learning.
Journal of authentic learning, 3, 1-10.
64
Mainstream Language:
Problem Solving
• Full article: Bagby, J. and Sulak, T. (2009).
“Strategies for promoting problem solving and
transfer: A qualitative study.” Montessori life
21(4).
65
Mainstream language:
Executive Functioning
• Diamond, A. and Lee, K. (2011). “Interventions
shown to aid executive function development in
children 4 to 12 years old.” Science 333(19).
66
Mainstream language:
Motivation
Full article available in AMS Research Library under Journal
Articles: Murray, A. K. (2011). "Montessori Elementary
Philosophy Reflects Current Motivation Theories."
Montessori Life, Vol. 23, No. 1, pp. 22 – 33.
Montessori, M. (1989). To educate the human potential. Oxford
England: Clio Press.
Pintrich, P. R. (2003). A motivational science perspective on the
role of student motivation in learning and teaching contexts.
Journal of educational psychology (95), pp. 667-686.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and
the facilitation of intrinsic motivation, social development and
well-being. American psychologist (55), pp. 68-78.
Seifert, T. L. (2004). Understanding student motivation.
Educational research (46), pp. 137-149.
67
Mainstream language:
Self Actualization
• Maslow, A. H. (1954). Motivation and personality.
New York: Harper & Row Publishers.
• Maslow, A. H. (1999). Toward a psychology of
being. New York: John Wiley & Sons.
• Montessori, M. (1965). The secret of childhood.
Calcutta: Orient Longmans.
• Montessori, M. (1972). Education and peace.
Madras: Kalakshetra Press.
• Weinberg, D. R. (2011). “Montessori, Maslow, and
self-actualization.” Montessori life, (4) 23.
68
Mainstream language:
Wellbeing
• Biswas-Diener, R. (2011). “Manipulating
happiness: Maria Montessori.” International
journal of wellbeing, 1(2), pp. 214 – 225.
69
Mainstream language:
Mindfulness
• Lillard, A. (2011). Mindfulness practices in education: Montessori’s
approach, Mindfulness 2:78–85.
• Lillard, A.S. (2011). Academic year change in classic vs
supplemented Montessori vs conventional preschool programs.
University of Virginia.
• Lillard, A. & Else-Quest, N. (2006). Evaluating Montessori
education. Science, (313) pp. 1893-1894.
• Rathunde, K. & Csikszentmihalyi, M. (2005a). Middle school
students’ motivation and quality of experience: A comparison of
Montessori and traditional school environments. American journal
of education, 111(3), pp. 341-371.
• Rathunde, K. & Csikszentmihalyi, M. (2005b). The social context of
middle school: Teachers, friends, and activities in Montessori and
traditional school environments. The elementary school journal,
106(1), pp. 59-79.
70
Perceptions of Montessori
Education
• Full dissertation available in AMS Research Library under
Dissertations and Theses: Murray, A. K. (2008). “Public
perceptions of Montessori education.” (Article in upcoming issue
Montessori life.)
• American Montessori Society. (n.d.). Retrieved 2/12/12 from
www.amshq.org.
• Chattin-McNichols, J. (1998). The Montessori controversy. Albany,
NY: Delmar Publishers.
• Lillard, A. & Else-Quest, N. (2006). Evaluating Montessori
education. Science, (313) pp. 1893-1894.
• Murray, A., Bagby, J., Barnard-Brak, L., Sulak, T. and Walter, M.
(2012). “Perceptions of Montessori Education among School of
Education Faculty: Preliminary Findings.” AMS 2012 Annual
Conference: Fourth annual research poster session.
• Shortridge, P. D. (2007). Maria Montessori and educational forces
in America. Montessori life, (19) 1, pp. 34-47.
71