The Challenges and Opportunities of Implementing Montessori Education in the Public Sector
DOI:
https://doi.org/10.17161/jomr.v10i2.22574Palabras clave:
Montessori fidelity, public Montessori, Montessori student demographicsResumen
Over the past two decades, Montessori education in the United States has rapidly expanded from the private to the public sector. This expansion has created important questions about whether or not the Montessori approach can thrive alongside the education standards and accountability movement in the public sector. Questions also exist as to precisely who is benefiting from this expansion of and investment in public Montessori. To examine these topics, this study focused on South Carolina, the state with the highest number of public programs in the United States. We used implementation surveys, classroom observations, and teacher interview data collected by the research team and student record data collected by the state of South Carolina to conduct the analysis, which consisted of three parts. First, we investigated to what extent public programs in South Carolina are able to implement Montessori education with fidelity to the model. Second, we considered what program characteristics were related to higher levels of Montessori implementation fidelity. Third, we analyzed which children had access to higher-fidelity Montessori programs. Generally, findings indicated that, despite challenges created by the education standards and accountability movement and concerns expressed by educators about authenticity, most programs in South Carolina were implementing Montessori with fidelity. Several characteristics were associated with higher levels of fidelity, including the age of the program. Findings also indicated that Black, Hispanic, and students from low-income families were disproportionately participating in lower fidelity programs. Our study provides an in-depth analysis of the challenges and opportunities associated with government trying to implement successful private-sector education models in the public sector.
Referencias
Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003). Views from the classroom: Teachers’ opinions of statewide testing programs. Theory Into Practice, 42(1), 18–29. DOI: https://doi.org/10.1207/s15430421tip4201_4
American Montessori Society. (2002). Educators Discuss Controversial New Federally Mandated Tests [Press Release].
American Montessori Society. (2022). History of Montessori. http://amshq.org/About-Montessori/History-of-Montessori
Berryhill, J., Linney, J. A., & Fromewick, J. (2009). The effects of educational accountability on teachers: Are policies too stress provoking for their own good? International Journal of Education Policy and Leadership, 4(5). DOI: https://doi.org/10.22230/ijepl.2009v4n5a99
Block, C. R. (2015). Examining a public Montessori school’s response to the pressures of high-stakes accountability. Journal of Montessori Research, 1(1), 42–54. DOI: https://doi.org/10.17161/jomr.v1i1.4913
Bosetti, L., & Pyryt, M. C. (2007). Parental motivation in school choice. Journal of School Choice, 1(4), 89–108. DOI: https://doi.org/10.1300/15582150802098795
Brown, K. E. (2016). Racial diversity in Montessori charter schools. Washington, DC. http://www.aera.net/Publications/Online-Paper-Repository/AERA-On-line-PaperRepository/Owner/952029
Brown, K. E., & Steele, A. S. L. (2015). Racial discipline disproportionality in Montessori and traditional public schools: A comparative study using the relative rate index. Journal of Montessori Research, 1(1), 14–27. DOI: https://doi.org/10.17161/jomr.v1i1.4941
Bukhari, P., & Randall, E. V. (2009). Exit and entry: Why parents in Utah left public schools and chose private schools. Journal of School Choice, 3(3), 242–70. DOI: https://doi.org/10.1080/15582150903304746
Center for Education Reform. (2014). Survey of America’s charter schools. https://www.edreform.com/wp-content/uploads/2014/02/2014CharterSchool-Survey-FINAL.pdf
Crain, W. (2003). The standards movement: A child-centered response. Montessori Life, 15(3), 8–13.
Culclasure, B., Daoust, C., Cote, S., & Zoll, S. (2019). Designing a logic model to inform Montessori research. Journal of Montessori Research, 5(1), 36–49. DOI: https://doi.org/10.17161/jomr.v5i1.9788
Culclasure, B., Fleming, D. J., Riga, G., & Sprogis, A. (2018). An evaluation of Montessori education in South Carolina’s public schools. Greenville, SC: The Riley Institute at Furman University. https://riley.furman.edu/sites/default/files/docs/Montessori-FullReportforprint.pdf
Daoust, C., & Suzuki, S. (2014). Public Montessori elementary: Three models of implementation. In. Houston, TX.
DeAngelis, C. A. (2020). Regulatory compliance costs and private school participation in voucher programs. Journal of School Choice, 14(1), 95–121. DOI: https://doi.org/10.1080/15582159.2019.1673954
DeAngelis, C. A., Burke, L. M., & Wolf, P. J. (2021). When being regulated is a choice: The impact of government policies on private school participation in voucher programs. Journal of School Choice, 15(3), 417–40. DOI: https://doi.org/10.1080/15582159.2020.1783476
Debs, M. C. (2016). Racial and economic diversity in U.S. public Montessori schools. Journal of Montessori Research, 2(2), 15–34. DOI: https://doi.org/10.17161/jomr.v2i2.5848
Debs, M. C. (2019). Diverse Families, Desirable Schools: Public Montessori in the Era of School Choice. Harvard Education Press.
Debs, M. C., & Brown, K. E. (2017). Students of color and public Montessori schools: A review of the literature. Journal of Montessori Research, 3(1), 1–15. DOI: https://doi.org/10.17161/jomr.v3i1.5859
Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237–56. DOI: https://doi.org/10.1093/her/18.2.237
Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79(2), 213–30. DOI: https://doi.org/10.1177/0014402913079002071
Glennan, T. K. Jr., Bodilly, S. J., Galegher, J., & Kerr, I. A. (2004). Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions. 1st edition. Santa Monica, CA: RAND Corporation. DOI: https://doi.org/10.7249/RB9078
Goldstein, L. S. (2008). Kindergarten teachers making ‘street-level’ education policy in the wake of no child left behind. Early Education and Development, 19(3), 448–78. DOI: https://doi.org/10.1080/10409280802065387
Gonzalez, J. (2014). Perceptions of teachers of child education on the systemic limitations imposed on teaching learning. Revista Contrapontos, 14(1), 4–28. DOI: https://doi.org/10.14210/contrapontos.
Hanushek, E. A., Kain, J. F., Rivkin, S. G., & Branch, G. F. (2007). Charter school quality and parental decision making with school choice. Journal of Public Economics, 91(5), 823–48. DOI: https://doi.org/10.1016/j.jpubeco.2006.09.014
Högberg, B., & Lindgren, J. (2021). Outcome-based accountability regimes in OECD countries: a global policy model? Comparative Education, 57(3), 301–21. DOI: https://doi.org/10.1080/03050068.2020.1849614
Jacobson, L. (March 14, 2007). Taming Montessori. Education Week. https://www-edweek-org.libproxy.furman.edu/ew/articles/2007/03/14/27montessori.h26.html?qs=Taming+Montessori
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379–401. DOI: https://doi.org/10.1016/j.jsp.2012.01.001
Lillard, A. S. (2016). Montessori: The Science Behind the Genius. Oxford University Press.
Lillard, A. S., & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313(5795), 1893–94. DOI: https://doi.org/10.1126/science.1132362
Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: a longitudinal study. Frontiers in Psychology, 8. DOI: https://doi.org/10.3389/fpsyg.2017.01783
Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage Foundation. DOI: https://doi.org/10.2307/1288305
Montessori, M. (1964). The Montessori method. Translated by Anne E George. New York: Schocken Books.
Montessori, M. (2020). L’autoeducazione: Nelle scuole elementari. Garzanti: Milano.
Murray, A., & Peyton, V. (2008). Public Montessori elementary schools: a delicate balance. Montessori Life, 20(4), 26–30.
National Center for Montessori in the Public Sector. (2022). Growth of public Montessori in the United States: 1975–2014. National Center for Montessori in the Public Sector (blog). https://www.public-montessori.org/white-papers/growth-of-public-montessori-in-the-united-states-1975-2014/
Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Harvard Education Press.
O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33–84. DOI: https://doi.org/10.3102/0034654307313793
Pianta, R. C. (2003). Experiences in p-3 classrooms: The implications of observational research for redesigning early education. New York: Foundation for Child Development.
Rathunde, K., & Csikszentmihalyi, M. (2005). “Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments.” American Journal of Education, 111(3), 341–71. DOI: https://doi.org/10.1086/428885
Ravitch, D. (2011). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), Handbook of Global Education Policy (pp. 128–44). West Sussex, UK: John Wiley & Sons. DOI: https://doi.org/10.1002/9781118468005.ch7
Sass, T. R. (2006). Charter schools and student achievement in Florida. Education Finance and Policy,
(1), 91–122. DOI: https://doi.org/10.1162/edfp.2006.1.1.91
Scott, C. M., & Glaze, N. (2017). Homework policy and student choice: Findings from a Montessori charter school. Journal of Montessori Research, 3(2), 1–18. DOI: https://doi.org/10.17161/jomr.v3i2.6585
Snyder, A. L., Tong, X., & Lillard, A. S. (2022). Standardized test proficiency in public Montessori schools.
Journal of School Choice, 16(1), 105–35. DOI: https://doi.org/10.1080/15582159.2021.1958058
Sparks, S. D. ( June 1, 2016). In charter school era, Montessori model flourishes. Education Week. https://wwwedweek-org.libproxy.furman.edu/ew/articles/2016/05/26/in-charter-school-era-montessori-model-flourishes.html?qs=Taming+Montessori
UNESCO. (2017). Accountability in education: meeting our commitments; global education monitoring report. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000259338
Verger, A., Parcerisa, L., & Fontdevila, C. (2019). The growth and spread of large-scale assessments and test- based accountabilities: a political sociology of global education reforms. Educational Review, 71(1), 5–30. DOI: https://doi.org/10.1080/00131911.2019.1522045
Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. Teachers College Record, 110(12), 2571–2600. DOI: https://doi.org/10.1177/016146810811001202
Winsler, A., Hutchison, L. A., De Feyter, J. J., Manfra, L., Bleiker, C., Hartman, S. C., & Levitt, J. (2012). Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children. Developmental Psychology, 48, 1299–1314. DOI: https://doi.org/10.1037/a0026985
Winsler, A., Tran, H., Hartman, S. C., Madigan, A. L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school prekindergarten programs. Early Childhood Research Quarterly, 23(3), 314–329. DOI: https://doi.org/10.1016/j.ecresq.2008.02.003
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 David J. Fleming, Brooke Taylor Culclasure, Hannah Warren, Ginny Riga
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
