Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context
DOI:
https://doi.org/10.17161/jomr.v10i1.21543Palavras-chave:
progressive education, Montessori education, implementation measurement, validation, early childhoodResumo
Montessori education has existed for more than 100 years and counts almost 16,000 schools worldwide (Debs et al., 2022). Still, little is known about the implementation and fidelity of Montessori principles. Measuring implementations holds significant importance as it provides insight into current Montessori practices and because it is assumed that implementation might influence its effectiveness. In the Netherlands, it is especially important to measure fidelity because of the country’s history of flexible implementation of Montessori principles. No instruments currently exist that are specifically designed to measure Montessori implementation in the Dutch context. This study aims to validate a translated version of the Teacher Questionnaire for Montessori Practices, developed by Murray et al. (2019), within the Dutch early childhood education context. Additionally, it seeks to investigate the extent to which Montessori principles are implemented in Dutch early childhood schools. Data were collected from 131 early childhood Montessori teachers. Confirmatory factor analysis revealed that the Dutch dataset did not align with the factor structure proposed by Murray et al. (2019). Subsequent exploratory factor analysis led to the identification of a 3-factor solution, encompassing dimensions related to Children’s Freedom, Teacher Guidance, and Curriculum, which shows some similarities with Murray et al.’s (2019) factors. Implementation levels in the Netherlands varied, with the highest level of implementation observed in Children’s Freedom and the lowest in Curriculum.
Referências
Bartlett, M. S. (1954). A note on the multiplying factors for various χ 2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 296-298.
Berends, R. & de Brouwer, J. (2020). Perspectieven op Montessori [Perspectives on Montessori]. Saxion University Progressive Education University Press.
Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). Guilford Publications.
Debs, M. (2023). Introduction: Global Montessori Education. In M. McKenna, A. Murray, E. Alquist, & M. Debs (Eds.), Handbook of Montessori education. Bloomsbury Publications.
Debs, M., de Brouwer, J., Murray, A. K., Lawrence, L., Tyne, M., & Von der Wehl, C. (2022). Global diffusion of Montessori schools. Journal of Montessori Research, 8(2), 1–15. https://doi.org/10.17161/jomr.v8i2.18675
Demangeon, A., Claudel-Valentin, S., Aubry, A., & Tazouti, Y. (2023). A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children. Contemporary Educational Psychology, Article 102182. https://doi.org/10.1016/j.cedpsych.2023.102182
Dutch Montessori Association. (n.d.). Onze scholen op de kaart [Our schools on the map]. https://montessori.nl/scholen/
Dutch Montessori Association. (1983). Raamplan Montessori opleidingen [Framework plan for Montessori teacher training]. Nederlandse Montessori Vereniging.
Eyssen, C. H. (1919). Iets over de Montessori gedachten in de Fröbelschool [Thoughts about Montessori in Fröbel schools]. Correspondentieblad van den Bond van Onderwijzeressen bij het Fröbelonderwijs, 15, 37–38.
Fabrigar, L., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. https://doi.org/10.1037/1082-989X.4.3.272
Field, A. (2018). Discovering statistics using IBM SPSS statistics. SAGE.
Gerker, H. E. (2023). Making sense of Montessori teacher identity, Montessori pedagogy, and educational policies in public schools. Journal of Montessori Research, 9(1), 1–15. https://doi.org/10.17161/jomr.v9i1.18861
Hardesty, D. M., & Bearden, W. O. (2004). The use of expert judges in scale development. Implications for improving face validity of measures of unobservable constructs. Journal of Business Research, 57(2), 98–107. https://doi.org/10.1016/S0148-2963(01)00295-8
Hazenoot, M. (2010). In rusteloze arbeid: de betekenis van Cornelia Philippi-Siewertsz van Reesema (1880-1963) voor de ontwikkeling van het onderwijs aan het jonge kind [In restless labor: The significance of Cornelia Philippi-Siewertsz van Reesema (1880-1963) for the development of early childhood education]. [Unpublished doctoral dissertation]. University of Groningen].
Hoencamp, M., Exalto, J., de Muynck, A., & de Ruyter, D. (2022). A Dutch example of New Education: Philipp Abraham Kohnstamm (1875–1951) and his ideas about the New School. History of Education, 51(6), 789-806. https://doi.org/10.1080/0046760X.2022.2038697
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185. https://psycnet.apa.org/doi/10.1007/BF02289447
Hu, L.-I., & Bentler P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Imelman, J. D., & Meijer, W. A. J. (1986). De nieuwe school, gisteren en vandaag [The new school, yesterday and tomorrow]. Elsevier.
Inspectorate of Education. (n.d.). Toezichtresultaten [Monitoring results]. https://toezichtresultaten.onderwijsinspectie.nl/zoek?q=montessori&page=1§or=BAS
Joosten-Chotzen, R. (1937). Montessori opvoeding. Haar toepassing in ons land. [Montessori education. Its application in our country]. Bijleveld.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/bf02291575
Kramer, R. (1976). Maria Montessori: A biography. Diversion Books.
Ledesma, R. D., & Valero-Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out Parallel Analysis. Practical Assessment, Research, and Evaluation, 12(1). https://doi.org/10.7275/wjnc-nm63
Leenders, H. H. M. (1999). Montessori en fascistisch Italië: een receptiegeschiedenis [Montessori and fascist Italy: A reception history]. Intro.
Lillard, A. S. (2019). Shunned and admired: Montessori, self-determination, and a case for radical school reform. Educational Psychology Review, 31, 939–965. https://doi.org/10.1007/s10648-019-09483-3
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379–401. https://doi.org/10.1016/j.jsp.2012.01.001
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. https://doi.org/10.3389/fpsyg.2017.01783
Montessori, M. (1935). De Methode der wetenschappelijke pedagogiek [The Montessori Method]. Van Holkema & Warendorf N.V. (original work published 1914)
Montessori, M. (1937). Het geheim van het kinderleven [The secret of childhood]. Van Holkeman & Warendorf N.V.
Montessori, M. (1949). The absorbent mind. Theosophical Press.
Montessori, M. (1971). The formation of man. The Theosophical Publishing House. (original work published 1955)
Montessori, M. (1989). The child in the family. Clio Press. (original work published 1975)
Montessori, M. (1997). The California lectures of Maria Montessori, 1915. Clio Press.
Montessori, M. M. (1961). Waarom Montessori lycea [Why Montessori high schools]. In M. A. Allessie, O. Cornelissen, J. Haak, L. D. Misset, & W. P. Postma (Eds.), Montessori perspectieven (pp. 15–21). J. H. De Busy.
Montessori, M. M. (1973). Voorwoord [Preface]. In M. J. ten Cate, T. J. Hoeksema, & E. J. Lintvelt-Lemaire, (Eds.), Het montessori material deel 1 (pp. 3–5). Nederlandse Montessori Vereniging.
Murray, A. K., Chen, J., & Daoust, C. J. (2019). Developing instruments to measure Montessori instructional practices. Journal of Montessori Research, 5(1), 75–87. https://doi.org/10.17161/jomr.v5i1.9797
Murray, A. K., & Daoust, C. J. (2023). Fidelity issues in Montessori research. In M. McKenna, A. Murray, E. Alquist, & M. Debs (Eds.), Handbook of Montessori education. Bloomsbury Publications.
Philippi-Siewertsz van Reesema, C. (1924). Voorlopers van Montessori [Predecessors of Montessori]. Pedagogische Studiën, 5, 72–77.
Philippi-Siewertsz van Reesema, C. (1954). Kleuterwereld en kleuterschool [Toddler world and kindergarten]. Wereldbibliotheek. https://objects.library.uu.nl/reader/index.php?obj=1874-205180&lan=en#page//21/44/33/21443341246326260137183521089397551476.jpg/mode/1up
Prudon, P. (2015). Confirmatory factor analysis as a tool in research using questionnaires: A critique. Comprehensive Psychology. https://doi.org/10.2466/03.cp.4.10
Randolph, R. J., Bryson, A., Menon, L., Henderson, D., Mauel, A. K., Michaels, S., Rosenstein, D. L. W., McPherson, W., O’Grady, R., & Lillard, A. S. (2023). Montessori education’s impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews, 19(3), 1–82. https://doi.org/10.1002/cl2.1330
Rietveld-van Wingerden, M., Sturm, J. C., & Miedema, S. (2003). Vrijheid van onderwijs en sociale cohesie in historisch perspectief [Freedom of education and social cohesion in historical perspective]. Pedagogiek, 23(2), 97–108. https://dspace.library.uu.nl/handle/1874/187625
den Ouden, M. et al. . (n.d.). Saxion Ethische commissie [Saxion Universitiy of Applied Sciences Ethical commission]. https://srs.saxion.nl/ethische-commissie/
Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29(4), 304–321. https://doi.org/10.1177/0734282911406653
Schwegman, M. (1999). Maria Montessori 1870–1952. Amsterdam University Press.
Sins, P., & van der Zee, S. (2015). De toegevoegde waarde van traditioneel vernieuwingsonderwijs: een studie naar de verschillen in cognitieve en niet-cognitieve opbrengsten tussen daltonscholen en traditionele scholen voor primair onderwijs [The added value of progressive education: A study of the differences in cognitive and noncognitive outcomes between Dalton schools and traditional primary schools]. Pedagogische Studiën, 92(4). https://pedagogischestudien.nl/article/view/14174/15663
Sixma, J. (1956). De Montessori lagere school [The Montessori elementary school]. Wolters.
Slaman, P. (2018). In de regel vrij. 100 jaar politiek rond onderwijs, cultuur en wetenschap [Generally free. 100 years of politics around education, culture and science]. Ministerie van OCW.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Tavakol, M., & Wetzel, A. (2020). Factor analysis: A means for theory and instrument development in support of construct validity. International Journal of Medical Education, 11, 245–247. https://doi.org/10.5116/ijme.5f96.0f4a
Thompson, B., & Daniel, L. G. (1996). Factor Analytic Evidence for the Construct Validity of Scores: A Historical Overview and Some Guidelines. Educational and Psychological Measurement, 56(2), 197–208. https://doi.org/10.1177/0013164496056002001
Vos, W. (2007). Aandacht voor kwaliteit [Focus on quality]. In M. Stefels & M. Rubinstein (Eds.), Montessorischolen in beweging (pp. 75–80). Garant Uitgevers.
Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8, 1–13. https://doi.org/10.33151/ajp.8.3.93
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: a content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806–838. https://doi.org/10.1177/0011000006288127
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Jaap de Brouwer, Vivian Morssink-Santing, Symen van der Zee
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
