Exploring the Relationship Between Education Policies and the Montessori Pedagogy

• In Event: Marriott Roundtable Session Four
  In Roundtable Session: Montessori Education SIG Roundtable (Table 5)

Abstract

Montessori public schools are forced to meet accountability requirements, such as high-stakes testing. Montessori pedagogy, however, does not align with many accountability requirements. Thus, Montessori pedagogy often strays from high-fidelity implementation in public schools (Block, 2015). At the same time, Montessori education improves student outcomes when implemented with fidelity (Culclasure et al., 2018; Lillard, 2012; Lillard et al., 2017). This phenomenological qualitative interview study explores 1) how, if at all, does their Montessori pedagogy shift due to state or district policies? and 2) how do public Montessori teachers perceive their capacity to engage in policies as they relate to the Montessori pedagogy? Early findings show implications for Montessori teacher education, advocacy groups, and future research in policy and the Montessori pedagogy.

Author

• Heather E. Gerker, University of Cincinnati
  Presenting Author