Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments

Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments

Kevin Rathunde and Mihaly Csikszentmihalyi

American Journal of Education
Vol. 111, No. 3 (May 2005), pp. 341-371

"This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs." The study depicts "greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school" by students in the Montessori schools. Both groups tested equally when it came to taking part in informal, nonacademic activities.
Another study that was conducted explored adolescents and their learning environments. Half were tested in a Montessori School setting, and the other half were tested in "traditional public middle schools" The results showed a higher intrinsic motivation in the students from the Montessori school.  This section of the article discusses how the traditional classroom environments does not offer as much as a Montessori school does.


"What can be learned from research that compares Montessori and traditional middle schools? There are two main benefits. First, there has been an absence of empirical research in Montessori schools; this is especially true in adolescence, but it is also true with respect to early childhood education (Loeffler 1992).A second benefit of this comparison is more relevant for developmental thought and educational research. Over the last 15 years, a great deal of effort has been invested in diagnosing and designing classroom and schoolwide interventions that may enhance adolescents’ motivation" This seems to be a big part of the Montessori community. Establishing an environment that promotes learning and enhances student's curiosity.


This image is of the prepared environment in a Montessori Classroom.

Global Montessori: It's Even in Omaha!

Montessori goes to next level - Omaha.com

“High school Montessori tends to be more like college. You have choices. Brain development is such that they start reasoning. ... Usually, if you can get them interested, they go further. You want them to make connections." I always wonder, what about what they don't want to study?(Math, Chemistry, Physics, etc.)

 This article discusses the multi-age classroom and the independence of the individual student that comes with the Montessori philosophy. Students get to decide what interests them and get to explore into that topic. All the Montessori schools in Omaha are private and annual tuition is $4,000. One discouraging aspect of this article was how there was no discussion of attempting to make Montessori available to everyone in the form of a charter school. They discussed how they inteneded for the education program to grow, but there was no evidence of them 'giving it away'.

                                                           How to Manage Your Multi-Age Classroom

Montessori, What's That?

"Montessori is a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills, to contribute to society and the environment, and to become fulfilled persons in their particular time and place on Earth. The basis of Montessori practice in the classroom is mixed age group (3 ages - 6 ages in one class), individual choice of research and work, and uninterrupted concentration."- The International Montessori Index.

The previous quote is an explanation of the form of education known as the Montessori Method. For the preschool years, the Montessori Method is an alternative form of teaching when compared to the standard preschool education system. Montessori combines tactile,and hands on learning methods to benefit the child. Collaboration is strongly encouraged which is why classrooms are mixed-aged:  The idea is that the older children will teach the younger, as the younger children  look up and learn from the older kids. Another philosophy they have is, in the real world, children are not segregated by age, so why should they be in school?

I went to a Montessori School meeting this past weekend, and something that one of the speakers said struck me, she said, "After a child has been in a Montessori School, many of them do not thrive in public schools if they have to go back for some reason". The reason she said this was to make her point that in Montessori schools, kids are "NEVER" bored, and when they return to public school, they think to themselves "I'm being dumbed down." Okay, here are my issues with her statement.
1. Elementary, Middle, and High School Montessori Schools are not as prevalent as preschools.
2. $$$$$$$$$
3. Shouldn't the Montessori System teach children to be adaptable to all forms of learning(big question, I know)
4. What the heck goes on in Montessori Elementary, Middle, and High Schools? Are they ready for the SATs? Will they be "bored" in college, do they have P.E.etc. etc.

Question #4  is what I intend this blog to be about:  Finding out the curriculum of Montessori Schools in the later years and how they differ to other types of school.
Don't get me wrong, I love the Montessori way.  I have two kids; a 2 year old and an 8 year old. I plan on my 2 year old  going to a Montessori Preschool and my son going to the Montessori Charter school that is about to open up, tentatively in the fall. What worries me is, what happens when there is no Montessori Middle School and High School? Will they not thrive unless we move to a place that has a Montessori Middle School and High School? I am on my journey to finding out!