A Qualitative Study of the Long-Term Outcomes of Montessori Education

• In Event: AERA Poster Session 11
  In Poster Session: Montessori Education SIG Poster Session

Abstract

The present study aimed to qualitatively describe the long-term outcomes of Montessori education from the perspective of alumni, as well as identify which experiences were most memorable and might have contributed to these outcomes. Participants were 12 adults who attended a primarily African-American serving private Washington, D.C. Montessori in the 1990s. Participants recalled many aspects of their Montessori experience clearly, including specific materials and the classroom, their relationships with teachers and peers, and the freedom and autonomy that the classroom provided. They believed strongly that Montessori provided a solid foundation and prepared them academically, provided them life skills, created lasting social connections, instilled confidence and self-awareness, and invoked thoughts about the opportunities they might provide their own children.

Authors

• Daniel Yonas, University of Virginia

• Jessica Taggart, University of Virginia

• Mary Seale, North Texas Addiction Counseling & Education

• Angeline S Lillard, University of Virginia