Montessori Primary Schools' Effectiveness: A Quasi-Experimental Study on Schooling Outcomes

Autor/in	Stefano Scippo
Titel	Montessori Primary Schools' Effectiveness: A Quasi-Experimental Study on Schooling Outcomes
Quelle	In: School Effectiveness and School Improvement, 35 (2024) 2, S. 193-213Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Stefano Scippo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2024.2349537
Schlagwörter	Forschungsbericht; Foreign Countries; Montessori Method; Montessori Schools; Grade 2; Grade 5; Grade 8; Grade 10; Standardized Tests; Scores; Mathematics; Language; Educational Quality; Teaching Methods; Academic Achievement; Italy + Suchen Sie Ihr Suchwort? Ausland; Montessori pedagogics; Montessori-Pädagogik; Montessori-Schule; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Standadised tests; Standardisierter Test; Mathematik; Languages; Sprache; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Italien
Abstract	Montessori is a highly individualized pedagogy that prioritizes following each child's individual interests over standardized test scores. This quasi-experimental study compares groups of Montessori students (treatment groups, N = 535-710) with control groups of non-Montessori students, matched through the simple matching method, which controls for the effect of background variables on schooling outcomes. The tested hypothesis is that the treatment groups achieve mean scores that are not significantly lower and have a significantly higher standard deviation on standardized tests of mathematics and language. The study encompassed students in Grade 2, 5, 8, and 10 across two separate cohorts. Results indicate that Montessori students attain either comparable or significantly higher scores than non-Montessori students, depending on grade and cohort, with greater score variability observed, particularly at Grade 8 and in mathematics. This finding implies the necessity for future investigations into the effect of Montessori teachers' instructional practices. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06