Montessori education outcomes in Italy: Assessing the influential role of duration and implementation fidelity.
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| Title: | Montessori education outcomes in Italy: Assessing the influential role of duration and implementation fidelity. |
|---|---|
| Authors: | Scippo, Stefano1 stefano.scippo@unitus.it |
| Source: | Issues in Educational Research. 2025, Vol. 35 Issue 3, p1197-1220. 24p. |
| Subject Terms: | *Montessori method of education, *Education research, Social status |
| Abstract: | This article investigates Montessori education in Italy through three studies, addressing a significant research gap in Europe. Two quasi-experimental studies examine academic and non-academic outcomes, considering factors such as gender, age, socio-economic status, years of Montessori education, and implementation fidelity. A third exploratory study surveys Montessori primary school teachers (N=328), identifying three distinct profiles. Only one group, representing half the sample, strictly adheres to Montessori practices, enabling the earlier studies to assess the effect of implementation fidelity. Academic outcomes, based on two student cohorts (N=535 and N=710), indicate that Montessori students achieve similar or higher scores than non-Montessori peers, particularly in Grades 8 and 10, with fewer than six years of Montessori education sufficient to produce these results. An orthodox Montessori approach correlates with better mathematics outcomes, while a less orthodox approach relates to superior language outcomes. Non-academic outcomes, focusing on Grade 8 students (N = 85), highlight significantly higher empathy scores among Montessori students. Future research on different and larger samples is necessary to explore the link between nonorthodox implementation and language outcomes and to validate the hypothesis that the benefits of Montessori education on non-academic outcomes increase with the duration and fidelity of its implementation. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190270023 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Montessori education outcomes in Italy: Assessing the influential role of duration and implementation fidelity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Scippo%2C+Stefano%22">Scippo, Stefano</searchLink><relatesTo>1</relatesTo><i> stefano.scippo@unitus.it</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2025, Vol. 35 Issue 3, p1197-1220. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Montessori+method+of+education%22">Montessori method of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+status%22">Social status</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article investigates Montessori education in Italy through three studies, addressing a significant research gap in Europe. Two quasi-experimental studies examine academic and non-academic outcomes, considering factors such as gender, age, socio-economic status, years of Montessori education, and implementation fidelity. A third exploratory study surveys Montessori primary school teachers (N=328), identifying three distinct profiles. Only one group, representing half the sample, strictly adheres to Montessori practices, enabling the earlier studies to assess the effect of implementation fidelity. Academic outcomes, based on two student cohorts (N=535 and N=710), indicate that Montessori students achieve similar or higher scores than non-Montessori peers, particularly in Grades 8 and 10, with fewer than six years of Montessori education sufficient to produce these results. An orthodox Montessori approach correlates with better mathematics outcomes, while a less orthodox approach relates to superior language outcomes. Non-academic outcomes, focusing on Grade 8 students (N = 85), highlight significantly higher empathy scores among Montessori students. Future research on different and larger samples is necessary to explore the link between nonorthodox implementation and language outcomes and to validate the hypothesis that the benefits of Montessori education on non-academic outcomes increase with the duration and fidelity of its implementation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190270023 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1197 Subjects: – SubjectFull: Montessori method of education Type: general – SubjectFull: Education research Type: general – SubjectFull: Social status Type: general Titles: – TitleFull: Montessori education outcomes in Italy: Assessing the influential role of duration and implementation fidelity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Scippo, Stefano IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Issues in Educational Research Type: main |
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