Dimensions of Fidelity in a Constructivist Classroom

• In Event: 47.064 - Constructivist-Aligned Teaching Practices: Implementation, Principles, and Fidelity

Abstract

Fidelity measurement is critical for any study of educational environments, but it can be particularly problematic for constructivist and more specifically Montessori environments because of the variety of practices that can be attributed to these approaches. The purpose of this study was to examine an instrument assessing Montessori fidelity through early childhood and elementary teachers’ reported classroom practices. While specifically designed for Montessori classrooms, this process is useful for measuring fidelity in other constructivist environments. Findings support three hypothesized dimensions of Montessori fidelity, including structure, curriculum and freedom, which work well in describing practices at the early childhood and elementary levels. Furthermore, items in the final analysis did a reasonable job reflecting the performance of Montessori teachers on these dimensions.

Authors

• Angela Murray, The University of Kansas

• Jie Chen, University of Kansas

• Carolyn Daoust, The Center for Educational Teaching & Evaluation - The University of Kansas

• Anita Amos, Montessori Compass