PROTOCOL: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students

Abstract

Study title: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students Lead author surname: Randolph Authors : Randolph, Justus M., Deb Leigh Walls Rosenstein, and Stephen Michaels Year of publication: 2016 Publication: The Campbell Collaboration Publication type: Protocol Study type: Systematic review Study status: On-going Number of included studies Meta-analysis Headline finding Intervention: The Montessori method is a child-centred approach to education. This holistic approach attempts to develop the child physically, emotionally cognitively and socially. The ideal Montessori school should have classrooms grouped by age spanning by 3 years (e.g. 3 to 6, 6 to 9, 9 to 12). Context Study questions: What are the effects of the Montessori education model on the academic behavioural outcomes of the child compared to the traditional education system? What are the factors or moderators of the reported effectiveness of the Montessori method considering individual differences, age, settings, teacher skills, study quality and design etc? Inclusion criteria: Studies evaluating the Montessori educational model will be included if they comply with the following: - Use experimental or quasi-experimental group design; - Random assignment to groups or includes equivalent comparison group established at baseline; - Evaluate any Montessori program and must not include traditional education interventions; - Report academic and social behavioral outcomes; - The control group are in the public traditional educational setting or private pre-school setting. Study findings: Research priorities URL : https://campbellcollaboration.org/library/montessori-academic-and-behavioral-outcomes-elementary-students.html Paywall: No Author email or contact from Randolph_jj@mercer.edu