Evaluating Montessori Education

By Angeline S. Lillard, Nicole Else-Quest. Science, 2006

326 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/bad287f8f37ce25775b5726534242ce4286ac4b1

Citations in the corpus

• Playful Learning and Montessori Education. (2013, unknown): “Children in classic Montessori classrooms excel in executive function compared to children in looser Montessori classrooms and in conventional classrooms (Lillard 2012; Lillard and Else-Quest 2006).”
• The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, unknown): “…characterized by individualized programs for learning, freedom within limits, respect for each student’s individuality, and an emphasis on promoting the ‘‘joy of learning’’ can communicate that an autonomysupportive style is both accepted and expected (Lillard and Else-Quest 2006; Montessori 1964).”
• High School Outcomes for Students in a Public Montessori Program (2007, unknown): “Ideally, in public school systems that use lotteries for admission to their Montessori programs, those who were not admitted (the “lottery losers”) can be identified and used as a control group, as was done in the study by Lillard and Else-Quest (2006).”
• Toward a Science of Effective Cognitive Training (2020, unknown): “Other studies imply that nonspecific training interventions seem to generate more generalized outcomes (Heckman, Pinto, & Savelyev, 2013; Lillard & Else-Quest, 2006), suggesting that more holistic programs, including multidimensional content, better support overall child development and yield…”
• Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise (2010, unknown): “Two recent studies indicate that preschool interventions that create student-centered, action-based classroom environments positively impact EF in comparison to more traditional, teacher-centered classroom environments (Diamond, Barnett, Thomas, & Munro, 2007; Lillard & Else-Quest, 2006).”
• Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, unknown): “Five-year-old children randomly assigned to a Montessori educational kindergarten program were found to outperform children from a conventional kindergarten in terms of EF (Lillard & Else-Quest, 2006).”
• Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, unknown): “…strategies for achieving academic outcomes with preschoolers than those involving either direct instruction (Stipek, Feiler, Daniels, & Milburn, 1995) or free play in the absence of active adult guidance (Chien et al., 2010; Honomichl & Chen, 2012; Lillard & Else-Quest, 2006; Lillard et al., 2013).”
• Self-Regulation and School Success (2013, unknown): “Likewise, children who attended a Montessori school have been shown to perform better on tasks of executive function than children assigned by lottery to non-Montessori schools (Lillard, 2012 ; Lillard & Else-Quest, 2006 ).”
• Hard evidence on soft skills (2012, unknown): “Barnett et al. (2006, 2008), Bierman et al. (2010), Bodrova and Leong (2001, 2007), Dee and West (2011), Diamond et al. (2007), Durlak et al. (2011), Lillard and Else-Quest (2006) report success of this intervention.”
• Activities and Programs That Improve Children’s Executive Functions (2012, unknown): “No approach demonstrated to improve EFs in young children has yet been shown to improve their ability to delay gratification; however, that ability has only been measured in assessments, not targeted during training (Lillard & Else-Quest, 2006; Raver et al., 2011).”
• What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education (2015, unknown): “…the Montessori approach to mathematics instruction in early childhood uses manipulatives in a manner consistent with these principles, and children who attend Montessori programs in early childhood demonstrate high levels of mathematics achievement (Lillard, 2012; Lillard & Else-Quest, 2006).”