Dissertation/Thesis Abstract

Learning as development: Reflections of former Montessori students
by Keith, Rebecca Loomis, Ed.D., Saint Mary's College of California, 2014, 168; 3641394
Abstract (Summary)

Possible long term effects of previous Montessori education on college age students are relatively unexamined. In this descriptive, exploratory, qualitative study, 13 students who had earlier attended Montessori schools for at least six years were asked to reflect on their just-completed freshman year. Thematic analysis of their in-depth, semi-structured interviews revealed similarities in how they experienced themselves as learners; understood the construction of knowledge, opinion, and truth; experienced themselves as growing and changing; and viewed the influence of their Montessori education. Though their level of epistemological maturity was not measured directly, their responses suggested a more advanced level than usually achieved by comparably aged college students. Their patterns of response also correspond to characteristics Montessori described as the fourth plane of development, which would be achieved by adolescents whose earlier educational experiences had successfully brought them through the first three planes. These findings suggest that further research is needed into the possible long term effects of a Montessori education on individuals as they reach adulthood. Although altering current educational models would be enormously challenging, further examination of this alternative is recommended.

Indexing (document details)
Advisor: Taylor, Kathleen
Commitee: Daoust, Carolyn, Moore, William S.
School: Saint Mary's College of California
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 76/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational psychology
Keywords: Alternative education, Constructivism, Development, Epistemology, Montessori, Perry
Publication Number: 3641394
ISBN: 978-1-321-27552-0
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