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Public Montessori Elementary: Three Models of Implementation

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Published on Mar 31, 2014

2014 AMS Annual Conference - Carolyn Daoust, PhD; Sawako Suzuki, PhD: Poster available at http://amshq.org/Publications-and-Res...

This poster describes a study examining the classroom practices of 444 public Montessori elementary teachers as self-reported on a SurveyMonkey questionnaire. Cluster analysis was used to categorize participating teachers into subgroups. A three-cluster solution fit the data best. One group placed less emphasis on traditional Montessori practices and more on public school procedures and was therefore labeled "Modifed" (21%). A second cluster avoided public school procedures closely adhering to authentic Montessori practices instead. This group was the largest and was labeled "Authentic" (51%). A "Blended" group (28%) fell between the other clusters implementing some practices associated with high fidelity Montessori programs, but not others. The clusters differed significantly on a number of demographic variables. These results highlight potential factors important for maintaining authentic Montessori programs. Given research suggesting better outcomes with higher fidelity implementation, enacting and sustaining quality programs will be essential if Montessori education is to reach its full potential in the public sector.

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