Montessori Education and a

Neighborhood School: A Case

Study of Two Early Childhood
Education Classrooms
Mary D. Burbank, University of Utah
Melissa M. Goldsmith, University of Utah
Jennifer Spikner, Chicago, IL
Koeun Park, University of Utah

Keywords: curriculum, diversity, partnerships, early childhood education

Abstract: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders
committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing
number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place
within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally
underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title
I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The
study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through
stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience
created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I
elementary school.

Project SYNC (Systems, Yoked through Nuanced experiences for traditionally underserved students in
Collaboration, a pseudonym) details perspectives of a early childhood classrooms as reported by educators
community of stakeholders committed to strengthening committed to this work.
prekindergarten through grade 3 education. Historically,
Montessori educational experiences take place in private, SYNC emerged by transforming two mainstream early
more affluent communities, despite an early presence childhood classrooms for 3- to 5-year-olds within a
within lower socioeconomic communities in Italy in the diverse, Title I school. Montessori curricula, pedagogy,
early 1900s. SYNC aimed to enhance the educational and materials were the centerpiece of the classrooms and

Journal of Montessori Research Montessori Education and a Neighborhood School 1

Spring 2020 Volume 6, Issue 1
aligned with the school’s dedicated commitment to social Because contemporary classrooms and schools include
justice. Through one in a series of research studies, project an increasingly diverse student population (Musu-
researchers evaluated impact through (a) stakeholders’ Gillette et al., 2017), researchers and policy makers are in
opinions of Montessori education and early childhood the position to consider whether and how past patterns
education, (b) classroom observations, and (c) attitudes of segregation related to resources and educational
of teacher participants on the ways in which a Montessori experiences are evident today (Orfield, Kucsera, &
curriculum extended student learning. Siegel-Hawley, 2012). As a result, Debs (2016) argued
for additional research to determine the role of public
Literature Review Montessori education as an alternative to traditional
teaching settings with racially diverse students.
Montessori Education in Settings with Diverse
Students Put simply, research on Montessori education is complex,
Montessori education emerged in the early 1900s with varied, and limited in some cases (Lillard, 2012; Lillard
the work of Dr. Maria Montessori and her teaching of & Heise, 2016; Marshall, 2017). Lillard (2012) reasoned
young children (Tozier, 1911). Dr. Montessori’s model that inconsistent research findings on the effectiveness
requires teacher training and credentialing (American of Montessori education may be caused, in part, by the
Montessori Society [AMS], n.d.). As an educational extent to which Montessori pedagogy is implemented
model within American schools, the Montessori within a classroom. Specifically, students enrolled in
philosophy includes a unique presence in ethnically higher-fidelity Montessori programs had greater gains
diverse communities, particularly among communities on executive functioning, social problem-solving, and
of color where Montessori schools have served as an academic achievement measures (e.g., reading, math,
alternative to traditional public schools (Mathews, 2007). vocabulary) when compared to individuals enrolled in
In fact, public Montessori schools emerged in the 1960s lower-fidelity Montessori programs.
and 1970s as part of desegregation initiatives in many
communities. The impact of Montessori education varies with factors
such as teacher ethnicity, the integration of a culturally
In their work, Brown and Steele (2015) highlighted responsive setting, and overall enrollment of a diverse
unique features of Montessori education, such as ongoing student body (Ansari & Winsler, 2014; Banks & Maixner,
contact between teachers and students (i.e., spending 3 2016; Brown & Lewis, 2017; Debs & Brown, 2017;
years together) and as a platform designed to develop Rodriguez, Irby, Brown, Lara-Alecio, & Galoway, 2005;
“deep knowledge, mutual respect, and trust with their Schonleber, 2011). The research of Ansari and Winsler
students of color” (p. 23). Montessori education offers (2014) and Rodriguez et al. (2005) addressed program
an educational experience that creates opportunities impact based on factors such as the length of evaluations
for students to engage in learning opportunities that are and research that disaggregates Montessori classroom
self-directed, exploratory, and based upon individual experiences by race and prompts consideration of impact
learners. As such, Montessori education may be thought in new ways (e.g., Brown & Lewis, 2017; Debs & Brown,
of as culturally responsive, as it is based upon classroom 2017; Moody & Riga, 2011). For instance, Brown and
learners (Schonleber, 2011). Extended time together for Lewis (2017) found that Montessori education could be
teachers and students may reduce the misinterpretation an effective pedagogy for Black students, particularly in
of students’ behaviors when their cultural backgrounds the area of reading, where Montessori classroom students
differ from their teachers. Further, the flexibility of scored higher on state assessments when compared to
Montessori experiences allows students, particularly students in other programs.
students of color, to express and be themselves without
assimilating to the norm within more-typical classroom Debs and Brown (2017) and others (e.g., Debs, 2016;
settings. Montessori schools have created opportunities Wohlstetter, 2016) offered insights into the dimensions
that provide students of color with education experiences of Montessori settings that affect programs and
that are quite different from typical learning experiences student success. Within their work, success includes
within many settings (Debs, 2016). both academic and nonacademic success (e.g., efficacy,

2 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

leadership, engagement with topics of race). Debs and Further, the authors found growth in students’ long-
Brown (2017) also referenced outcomes of a Montessori term performance in math and social studies, as well as
experience in the executive functions typically mixed results in science. Students within the Montessori
experienced by students (e.g., leadership, self-regulation) settings met or exceeded their traditionally prepared
and their linkages to long-term independence and peers in executive functioning, creativity, attendance, and
conflict resolution. Finally, learning outcomes when the discipline. Though positive, executive-functioning results
Montessori model is in place revealed that traditional were somewhat mixed.
standardized assessments failed to address the whole
child and might not best indicate impact on student Data gathered from teachers in the South Carolina
learning beyond focal areas within the assessment schools highlighted teacher perceptions of the
(e.g., social skills, independence, ability to choose; fundamental classroom elements, including use of
Manner, 2007). These findings mirrored critiques of materials, assessment, and curriculum integration
the limitations of common standardized assessments (Culclasure et al., 2018). Teachers cited the opportunities
of learning, particularly for children of color (Crocco & and some of the challenges faced in their work as
Costigan, 2007; Solórzano, 2008). Montessori teachers (e.g., standards compliance). Similar
to the findings in South Carolina, SYNC offers a review of
Lillard et al. (2017) investigated the impact of two Montessori Early Childhood education classrooms
Montessori preschool education on student learning within a racially diverse, Title I school.
and longer-term performance. They compared two
groups of children who participated in a random lottery Systems, Yoked through Nuanced Collaboration
that assigned some students to a Montessori program (SYNC)
and others to traditional settings. They analyzed SYNC is a unique educational program that began when
children’s performance on a series of assessments linked teachers and administrators, who had been partners
to academic achievement, theory of mind, mastery in the local educational community, collaborated to
orientation, enjoyment of school, and executive influence early childhood education at Dahlia Elementary
functioning. Over the course of the study, the children (a pseudonym). The primary goal of SYNC was to
who experienced the Montessori preschool performed provide an educational experience for children in a
better than did their traditionally educated peers on Title I school under school improvement linked to state
measures including achievement, social understanding, evaluation criteria in new ways within this educational
mastery orientation, and related scholastic tasks. The setting.
researchers demonstrated that the differences over time
between children from traditional programs and those in Methods
the Montessori program decreased, despite the income
differences between the groups. Their findings indicated Key SYNC stakeholders included State University,
the impact of the early childhood Montessori experiences City School District, Dahlia Elementary School, and
for young children. Conservatory (all pseudonyms).

A larger study in South Carolina, using a quasi- State University

experimental design conducted by the Riley Institute at State University is a highly ranked institution within
Furman University and funded by the Self Foundation the city of Lake Town (a pseudonym). It is a doctorate-
(i.e., Culclasure, Fleming, Riga, & Sprogis, 2018), granting, research university with significant research
represents one of the most comprehensive studies on activity. State University facilitated the partnerships
Montessori education. This multiyear examination and resources where SYNC aligned with the diversity
included 45 programs and evaluated features of schools, focus of State University’s teacher preparation mission
demographics, and the impact of Montessori education and its connection to urban classrooms and schools.
on academics, behavior, creativity, executive functions, State University invited relationships with stakeholders,
and social skills. Researchers found that Montessori secured funding, navigated district requirements in
students were able to meet or exceed state standards in concert with their Dahlia colleagues, and conducted
math, science, social studies, and English language arts. program-evaluation efforts.

Montessori Education and a Neighborhood School 3

City School District children and 19% children of color. Ten percent of
City School District is an urban school district with families receive tuition assistance. Conservatory provided
a diverse student body, representing more than 100 the model, curricular choice, pedagogy, and professional
languages. Over half of the students come from ethnically development for in-service teachers. Conservatory
and religiously diverse backgrounds. The district consists employs teachers with Montessori credentials in each
of a majority of students who are low income, and about classroom. The teachers at Dahlia were prepared through
15% of the district’s students receive special education the same Montessori teacher-education program as
services. Publicly available district data identify that the teachers at Conservatory. This teacher-education
approximately one-third of the elementary student body, program is housed within a local institution of higher
nearly four in 10 of the middle-school student body, and education.
just over one-quarter of the high-school student body are
English learners. Project Funding
State University received a grant from a foundation linked
The district provided administrative oversight on the to a private donor. The funds covered all costs for staffing,
curriculum and compliance requirements for early mentoring, materials, and evaluations. State University
childhood education at Dahlia, including enrollment and the foundation grant funded 3 years of salary and
numbers and general assessments of student growth benefits for the focal teachers and an additional 5 to 7
for 5-year-olds (e.g., Dynamic Indicators of Basic Early hours per week for each paraeducator who provided
Literacy Skills [DIBELS]). support in the Montessori classrooms. Since the
beginning of the project, the district assumed full funding
Dahlia Elementary School for paraprofessional base salaries. The foundation
Dahlia is a long-standing public, Title I neighborhood also supported the Montessori education classrooms
school. It supports approximately 550 students. by providing materials and curriculum. Because the
Prekindergarten through eighth grade are represented classrooms were an addition to the extant classrooms,
at Dahlia, with multiple single-aged classrooms at each external funding was required for the program. If the
grade level. The school offers full-day kindergarten and program discontinues, teachers will resume their non-
prekindergarten. The school consists of a minority- Montessori positions at the school, and the district will
majority student population; just over half are English continue to pay their salaries.
learners, and nearly nine in 10 receive free or reduced
lunch. Dahlia incorporates a social-justice curriculum Project Teachers
and implements trauma-informed practices, supporting Two teachers working at Dahlia Elementary as traditional
students, families, and teachers. Identification for special early childhood educators, teaching 3- to 5-year-olds,
education services in the district typically takes place in participated as focal teachers. Each teacher opted to
first grade. Children in need of speech/language services participate in SYNC and understood that funding for the
are identified as early as age 3. Recent district policy project would span 3 years. For existing teachers at Dahlia
changes have allowed for dedicated assessments for special Elementary, the move to the Montessori classrooms
education services for those in early childhood classrooms. for the SYNC teachers reflected a change in their
Dahlia faculty members and the school-improvement assignments.
council approved SYNC in full compliance with program
operations and building policies. Each classroom of 3- to 5-year-olds consisted of one
teacher and one paraeducator (i.e., an assistant). The
Conservatory first teacher was an existing Dahlia Elementary faculty
SYNC teachers received support from Montessori member in her early thirties and a 7-year veteran of
education experts from Conservatory, a private, nonprofit this school with a master’s degree. The veteran teacher
Montessori school in Lake Town. Conservatory offers an identified as Italian American and knew some Spanish.
authentic Montessori education to children, representing The second teacher was a first-year teacher in her
infants through sixth graders. Classrooms adhere to midtwenties hired to work at the school during the year
traditional Montessori multiage groupings. The student of project. The beginning teacher was bilingual in Spanish
body at Conservatory is composed of 81% White and identified as Mexican American.

4 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

The first paraeducator, a bilingual (i.e., Spanish and I school in an ethnically and culturally diverse school
English) man in his early twenties, worked with the and district, the population of children within SYNC
veteran teacher. The second paraeducator was a native mirrored the school’s demographics, where the majority
Spanish speaker in her late forties who had worked in of students were from culturally and linguistically diverse
early childhood education in the past. backgrounds.

The teachers completed Montessori certification through Children were assigned to the Montessori classrooms,
an accredited, college-based, 50-credit program that they with parental approval, as an alternative early childhood
took from a local 4-year college. Coursework took place education classroom within Dahlia. Deliberate recruiting
during the summer prior to program implementation. efforts included invitations to neighborhood families
Continuing education units for course work, teaching to participate in the SYNC classrooms. Families were
practica, and ongoing supervision rounded out the within the school’s boundaries, so any neighborhood
program criteria. The specific credential was part of a student had the opportunity to enroll. During the first
Montessori Early Childhood credential from AMS. year, the number of families interested in the program
matched the capacity for enrollments. Over time, the
Program coursework aligned with the college’s waiting lists grew as the program’s reputation expanded.
Montessori credentialing program, and the bulk of Priority for enrollment within the SYNC classrooms
the coursework occurred during a summer semester. went to siblings of current students, with second priority
Teachers also participated in biweekly seminars to neighborhood children. Overall, enrollment numbers
during the school year. Full-time teaching within their ensured the demographics matched the community and
classrooms met the student-teaching requirement for the other early childhood classrooms at the school.
Montessori credentials. There were supervisory visits
by college Montessori specialists and by supplemental The opportunity to be part of a specialized program,
support from an outside Montessori consultant. within the context of a traditional public school in the
neighborhood of participants, was particularly appealing
Teachers received supervisory support as part of to families whose finances did not typically allow for
the practicum experiences linked to the Montessori private-school tuition. The SYNC families mirrored those
credentialing program. Montessori-credentialed of Dahlia in every other way.
supervisors observed each SYNC teacher during
practicum teaching. To provide additional support, Project Classrooms
the external consultant from out of state visited the Dahlia Elementary has four early childhood classrooms.
classrooms of the SYNC teachers three to five times Two of the four classrooms became comprehensive
during the year. Montessori experiences for young learners (i.e.,
prekindergarten). The remaining two classrooms
In addition to the Montessori education mentoring, remained traditional early childhood settings. Embedded
standard support was offered to all Dahlia educators within Dahlia Elementary, focal classrooms featured
through training designed to enhance their abilities a fully integrated Montessori program. All Dahlia
to prepare students to meet the student-performance classrooms offered full-day classes for early childhood
requirements. Specifically, SYNC students were required students.
to complete all mandated assessments. SYNC teachers
understood that the DIBELS assessment would be Both classrooms were fully equipped with Montessori
required of their students. education Early Childhood materials and curricula.
The 2.5-hour uninterrupted morning work cycle,
Project Students individualized lessons, materials implementation, and
Each Dahlia classroom included 17 to 20 students. The daily teacher observations authentically reflected
majority of students were Latino, comprising both Montessori principles and pedagogy. Students worked
immigrants and students born in the United States. at their own pace, and teachers engaged with students
American Indian, Somali, multiracial, and White students one-on-one and in groups. Because of the independence
were also part of the classroom community. As a Title and self-direction required of them, students learned

Montessori Education and a Neighborhood School 5

to navigate conflicts without adult assistance and Forty-five-minute interviews were conducted with six
understood the expectations for patience and turn-taking stakeholders and included a series of questions (see
when materials were being used by classmates. Appendix A). Some questions were static among all
stakeholders, and other questions were crafted to be
Table 1 summarizes the program-evaluation efforts of particular to each stakeholder ( Johnson & Christensen,
SYNC, which is supporting evidence for this case study 2014).
(Merriam, 1988). The evaluation captured investigations
of SYNC classrooms through the views and experiences Attitudinal data were collected during the
of stakeholders and teachers and through classroom implementation phase and included electronic-survey
observations of students. Enhancing the internal validity data from six team members following 1 year of
of the research, case-study data consisted of multiple data implementation (e.g., Dahlia in-service teachers, a Dahlia
sources (Bouck, 2011), using the classroom observations administrator, a Conservatory administrator). Most
to support or contest teachers’ explanations of classroom stakeholders remained in their positions in the planning
experiences, for example. To enhance the internal validity year, allowing for re-interviews. The survey included four
of our findings, SYNC researchers documented the case closed-ended questions and 10 open-ended questions.
and methods so that an audit trail could build confidence Questions addressed student-learning impact, teacher
in the results (Merriam & Tisdell, 2016). Case studies impacts, perceived effects of the Montessori curriculum
connect the microlevel (i.e., students, teachers) to the on the school, and attitudes toward the collaboration
macrolevel (i.e., curricular choice) by offering a detailed
fostered by SYNC (see Appendix B). The survey received
account of the case (Vaughan, 1992).
an 86% response rate. SYNC researchers examined
survey data using frequency distributions (Neuman,
Planning for SYNC occurred during the 2015–2016 school
2003), data segmentation, and coding into themes (Miles
year, and the first year of implementation occurred during
& Huberman, 1994).
2016–2017. Evaluation data capture key findings from the
project planning stage (i.e., planning year) and the first
To further probe the Montessori methods and outcomes
year of implementation, when the traditional classrooms
became Montessori classrooms (i.e., implementation year). with implementation, emails from the project leader
Data allowed a comparison between stakeholder attitudes to the focal teachers prompted teacher feedback
before and after implementation, isolating the role that immediately after the 2017–2018 school year. These
Montessori education played in teaching and learning, the follow-up questions documented narratives from teacher
school community, and early childhood education at a participants. The data highlight teachers’ impressions
neighborhood school. Classroom observations and teacher of the impact over the 2-year Montessori model
interviews demonstrated the actual Montessori classroom implementation. Questions addressed the Montessori
experience for teachers and students. model’s impact on learning in the classroom and the
importance of this Method and pedagogy to children in
Attitudinal data during the planning year were generated their classrooms (Appendix C). Email responses served
from in-depth, in-person interviews with administrators as open-ended comments, which SYNC researchers
and early childhood education specialists from State processed and analyzed through data segmentation and
University, Conservatory, School District, and Dahlia. coding into themes (Miles & Huberman, 1994).

Table 1
Program Evaluation for Project SYNC

Method Timing Participants Sample size

In-depth interviews Planning year Stakeholders 6
Survey Implementation year Stakeholders 6
Open-ended responses Implementation year Dahlia teachers 2
Classroom observations Implementation year Dahlia students 34–40

6 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

A participant–observer conducted 120 hours of Findings
observations of student learning and teaching practices.
The observer was a graduate teaching assistant whose During the planning year, stakeholders admitted they had
doctoral emphases included sociocultural dimensions taken a leap of faith to forge a partnership that integrated
of education. She completed a descriptive narrative on a Montessori model into their public-school classrooms.
the classroom settings. Observations occurred over 3 Because of demands on educators to meet a range of
months at both Dahlia and Conservatory. The goal was assessment mandates, Dahlia educators were willing to
to document the curriculum and outputs of SYNC and try a model that might affect how their students would
to gain perspectives across two sites. Within the SYNC perform on future assessments. They were willing to
classrooms, critical features of the observational data take the chance. At the implementation stage, the survey
reflected those areas Debs and Brown (2017) had cited data revealed the partners’ commitment to Montessori
as influencing student success. Specifically, classroom education principles to facilitate student learning within
observations focused on traditional components of the context of their school. Classroom observations
Montessori education along with dedicated attention to captured daily classroom activities of students in their
a culturally relevant social-justice curriculum (Banks & classrooms. Table 2 summarizes the SYNC findings of
Maixner, 2016). the impact of the Montessori curriculum on teaching and
learning, the school community, and early childhood
Two members of the research team, who were not education. In these areas, stakeholders had planned
involved in the classroom observations, coded the well for issues that occurred during implementation,
observer’s field notes for themes and categories within including teachers finding meaning in their work,
those themes (Miles & Huberman, 1994). For interrater educators working together for students, anticipating the
reliability, coding occurred first separately and then importance of family connections, and growth in student
together. independence.

Table 2
Summary of Project SYNC Findings

Project stage
Stakeholder Planning year Implementation year
• Teachers present pedagogy as • Learning to engage cooperatively
cooperative and comprehensive • Interactions between teachers and
• Teachers find meaning in their students
work • Behavior management that includes
Teachers and students • Students exhibit fewer behavioral students’ abilities to resolve conflicts and
issues problem-solve
• Students learn faster • Increased student confidence
• Students would be labeled less
frequently
• Attentiveness to community • Increasing family engagement by
Dahlia school demographics reaching out to families to explain
community • Anticipated family involvement as Montessori pedagogy
part of Montessori education
• Potential impact on student • Increase in student engagement
agency • Seeing students as individuals
Early Childhood learning • Potential impact on students and • Fulfillment of student potential
their families • Language development

Montessori Education and a Neighborhood School 7

 The Montessori Model’s Impact on Teaching and SYNC’s impact on teaching and learning. They felt that
Learning impact data might be needed for SYNC to be determined
Planning year successful and to receive continued support. One
Before SYNC, Montessori education had been new to stakeholder said that the effects of educational initiatives
the stakeholders; however, each partner approached take years to appear in outcomes, such as in standardized
Montessori pedagogy with an attitude of excitement. testing scores.
Each stakeholder expected that Montessori education
would have a positive impact on student learning. Implementation year
Montessori education would present teachers with Classroom observations reflected the influence of the
another teaching method for aiding student learning that, Montessori education philosophy on daily teaching and
according to a stakeholder, comprised a “comprehensive learning. As shown in Table 3, observed themes included
curriculum and pedagogies.” According to another nuances in behavior management, classroom culture,
stakeholder, Montessori classroom experiences would instruction, and the roles of students and teachers. These
help teachers to find even more “meaning in their work.” larger themes emerged from specific practices observed
When imagining how Montessori education would affect in the classroom. When teachers engaged in behavior
students, stakeholders said they expected Montessori management, observations indicated that teachers in
classrooms would involve “less labeling of kids,” bring the Montessori classroom desired a quiet classroom
“opportunities for each child,” allow “kids [to] learn faster,” in which students could perform their individual
and “reduce behavioral issues.” work and avoid conflict in class. Observations of the
classroom community indicated that students were
Stakeholders were overwhelmingly positive about SYNC, interested in each other’s individual work, participated
but, at the planning stage, some individuals expressed in casual conversations, and were relating to one another
concerns about whether it was possible to demonstrate in their decisions to share, volunteer, and/or make

Table 3
Classroom Observation Themes

Theme Most common classroom practices for theme

Behavior management
• teachers promoting a quiet classroom: students using soft voices and hand
raising
• teachers managing when students were doing what they wanted
• students arguing or fighting
Classroom culture Classroom community
• students interrupting lessons because of interest in what others were doing
• students rejecting sharing
• students volunteering for tasks
• students and teachers enjoying casual conversations
• students making peace with each other
Instruction Teacher interacting with an individual student and delivering lessons individually
Role of students Students correcting one another’s behavior and speech, casually or in a lesson
Classroom management
• asking students to find work
• staying close or at a distance depending on whether it is an individual lesson
Role of teachers or a group lesson
• organization
• encouraging students and giving compliments
• keeping order during work time

8 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

peace. Observations of classroom instruction revealed Planning year
a dynamic classroom, where students often interacted From the onset, SYNC considered the school’s mission
one-on-one with their teachers. Peers interacted with and goals. One stakeholder articulated that SYNC was
one another too. Students were observed educating one a chance to help a “struggling school.” Two additional
another through correction, either casually or as part of a stakeholders noted that “at-risk” students could benefit
lesson, as a form of peer learning. While managing their from Montessori education, as this approach could
classrooms, teachers assisted students with their work help students “at all income levels” to learn. Another
and organized materials. stakeholder noted that the inclusion of Montessori
classrooms in a public school promoted more “authentic”
At the start of SYNC, teachers indicated a need for parent involvement, as Montessori education “affects the
additional Montessori education support in the family and extended community.”
classroom to further facilitate student learning. For
example, teachers cited curriculum materials as a SYNC met Dahlia’s needs through dedicated attention
necessity. Teachers began to see the effects of SYNC, to the demographics of the community and the diversity
particularly in the area of student confidence, after they of students’ languages. During the planning year,
received increased mentoring support. When asked stakeholders anticipated that Montessori education
to discuss the impact of Montessori education on her might influence language-skill development because
teaching, the beginning teacher responded, teachers engaged with curricula that supported language
based upon each child’s learning needs. A stakeholder
My student developed the habit of practicing the said, “A child who doesn’t speak English or doesn’t speak
Movable Alphabet every day by herself. The phonemic English well can work with the materials and be grasping
awareness clicked. She was so proud of herself. . . . I told concepts and learning just through their interaction
her, “See, you worked so hard every day and you didn’t with the materials.” Because Montessori pedagogy uses
give up, and now it doesn’t feel hard anymore!” concrete materials or silent demonstrations that do not
She would run over to us and tell us about her always require understanding language or an advanced
triumph: “Ms. X asked me to practice the Movable understanding of English, the methods did not rely
Alphabet every day—it was hard, but I didn’t give up, on the English language competencies of each learner.
and now I am a really good reader!” Therefore, children’s experiences did not solely depend
The students listened to her and became more upon their English competencies.
motivated to practice different works themselves. My
student’s Montessori education instilled a strong work Implementation year
ethic, perseverance, and confidence. All stakeholders reported that SYNC met Dahlia’s
needs, including family engagement. Three stakeholders
The value of this level of student persistence mentioned a success of the partnership that related
demonstrated the ability to continue, even while to family engagement. A stakeholder reported the
struggling, to use Montessori education materials until partnership “had a positive impact on the students and
she mastered the skill. Important goals of Montessori their families as well as the school and community.”
education are for students to challenge themselves, to not Family engagement was not without challenges. One
be afraid to try difficult tasks, and to take academic risks stakeholder remarked, “Parents were unsure of what
and be comfortable with failing and trying again (Lillard, Montessori [education] was, and [there was a] fear of
2005). the unknown.” Collaborators, however, generally felt
that “family engagement has been a big [success of the
The Impact of Montessori Education on the Dahlia partnership]; families, students, and the community are
Elementary School Community immensely excited about our Montessori program.”
During the planning year, educators came together
to examine how a commitment to student learning Montessori Education’s Impact on Early Childhood
through Montessori education might unfold within their Learning
community. With time, stakeholders observed the effect Stakeholders articulated a number of perceived benefits
of Montessori education on the school community. when planning the details of SYNC. As a primary benefit,

Montessori Education and a Neighborhood School 9

all stakeholders believed that SYNC could positively A closer look at how teachers described their students’
influence early childhood learning. growth also revealed differences. As may be expected
for a novice, the first-year teacher aptly identified
Planning year student growth as linked to particular learning tasks
Stakeholders viewed Montessori education as having within the Montessori classroom setting. Her attention
a positive effect on early childhood education. Two often focused on the pedagogical impact of Montessori
other stakeholders said that participation in SYNC and education on student learning:
exposure to Montessori education was beneficial for
learners as it was “student centered,” “hands-on,” and I could sense [the student’s] frustration because this
a “thoughtful way” for students to “work from where work was hard for her, but I encouraged her by telling her
they [were].” Another collaborator said that Montessori it was making her a better reader. For example, within
education was “unique in that it allows for developmental a few weeks of routinely practicing together, she could
appropriateness, it allows for independence on the part of correctly identify the beginning and ending sounds of a
students.” word. I would remind her of this progress, and she would
agree to do the work with me. Then within a few more
Implementation year weeks she was able to identify the beginning, ending,
All stakeholders reported the implementation of AND middle sounds with a little assistance.
Montessori education to be successful and impactful. For
teachers, the philosophy, curriculum, and instructional The veteran teacher also cited the importance of students’
practices enhanced their ability to inform student development, as well as more broad-based outcomes,
learning. One stakeholder shared, “The uninterrupted with specific references to her students’ personal growth
work cycle of Montessori [education] really supports as learners. For example, when asked about the ways in
students in remaining engaged with their education.... I which the Montessori model influenced her work, the
was able to see how my 3-, 4-, and 5-year-olds are able veteran teacher responded,
to be productive but at the same time know when they
need a slight challenge.” Another stakeholder noted that, Montessori education has opened numerous teaching
through SYNC, students had learned “how to concentrate, possibilities, one of those being starting each school year
follow logical sequence, keep materials orderly, and with Grace and Courtesy lessons to set the tone of the
complete a cycle of activity.” classroom, so that everyone is on the same page and that
they are able to build relationships with each other, their
During SYNC’s implementation, one teacher reported peers, and with families. These components are great
that “students changed and became their own person.” because they feed positive communication skills, and the
Stakeholders expressed the importance of students who repetition component which allows them to know what is
“see themselves (more often than not) as agents of their going to happen throughout the day.
own intellectual pursuits.” The teachers said the focus
on the individual resulted in “more opportunities for Teachers’ reports highlighted both specific, positive
the students to express their own ideas and feel free to dimensions and relationship building on multiple levels.
learn at their own pace” and “the ability to see what [the]
student’s full potential was.” The beginning teacher’s perceptions primarily linked
to students’ skill acquisition as a means of encouraging
At the end of the first year of SYNC, participating confidence and mastery. She often referenced the
teachers reflected on the year. Both teachers assessments required by her school when citing her
demonstrated a feeling of satisfaction in their work and students’ performance.
in the accomplishments of their students, and both
shared specific areas of growth in their students. They All kindergarten students were required to take the
identified explicit examples of how their students’ skills DIBELS assessment three times a year. On the midyear
developed over time. Equally significant were responses assessment in January, [a student] did as well as
that highlighted student independence and ownership of her classmates in all categories except for phonemic
their learning. awareness. For example, I would ask her to say the

10 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

 sounds in the word cat and she would say “cod.” She education at Dahlia were respect for self, others, and the
could identify the first sound correctly but not the middle environment.
or the ending sounds. This lack of phonemic awareness
really hurt her score and she was considered red, Teaching and Learning in SYNC
significantly below grade level. The development of a strong work ethic, perseverance,
and confidence are important goals for Montessori
When asked to describe why Montessori education education. The Montessori classroom provided a safe
matters for their students, the veteran teacher responded, place where children engaged in Montessori experiences
that included independence and exposure to lesson
It matters to my kids because it shows them that there content over time. The individualized nature of the
is more than just one way to learn. For example, having Method allowed each child to work at his or her own
the children move at their own pace is wonderful because pace, rather than having to move to the next lesson
it prepares them for the future and the fact that not prematurely. Because all children worked on their own
everyone moves at the same speed, and that is okay. . . . activity, each student continued to work on a skill or
The curriculum allows them to have fun in the concept as long as necessary and often felt a sense of
classroom. Further, all of the different areas that a accomplishment following concept mastery. The teachers
Montessori classroom includes can and will trigger had the impression that this feeling motivated children to
interesting questions and conversations. work hard in the future and to persevere when a concept
The Peace corner component allows children a space proved difficult.
where they can cool off. It is very beautiful when you see
a child make the choice to go to the Peace corner on their Although there were general differences between the
own to relax versus having them explode and being sent two teachers on the impact of the Montessori model
to the office. on students’ experiences, a common theme emerged.
Specifically, teachers’ comments described their
Naturally occurring questions and the ensuing classrooms as having a culture of cooperation and a
conversations in the Peace corner often centered on place where problem-solving actions were often initiated
identity. Discussions of a student’s hijab or of being by students. While still 3- to 5-years-olds, students
Mexican prompted the inclusion of regular dialogue regularly demonstrated understanding of the importance
among students and teachers on similarities and of working with others. These curricular dimensions
differences. Specific conversations included racism, with allowed teachers to move beyond general curriculum
one teacher–stakeholder saying, “[My students] have integration. For example, within the Dahlia classrooms,
not really learned to advocate for themselves or others.” the Peace corner, a designated space as a component
When explaining Montessori education as part of a Title of the classroom, supported students’ self-regulation.
I school, another stakeholder said, “The Montessori Through group Grace and Courtesy lessons, students
curriculum has created an environment for students to learned to resolve conflicts independently, rather than
share their particular life experiences and backgrounds.” relying on a teacher to mediate. The specific ways
in which Montessori pedagogy encouraged conflict
Conclusion resolution among the diverse student body was an
unexpected finding at implementation.
SYNC educators offered students opportunities to
increase learning through resources not typically The Community and SYNC
available to public-school children in this district. As one As a dimension of school culture, SYNC influenced
stakeholder reported, “We are providing education to a the Dahlia community. For example, the opportunity
population of students that usually do not have access for classroom teachers to engage in an alternative
due to the fact that most schools are private.” SYNC curriculum through SYNC reflected a responsiveness
demonstrated the power of a Montessori experience to the culturally and linguistically diverse needs of their
for children from a traditionally underrepresented students. Curricular flexibility let teachers and children
community of learners. Program features fostered peace, embrace their racial and cultural identities and learn how
justice, and individual identities. Central to Montessori to respect others’ identities.

Montessori Education and a Neighborhood School 11

Project findings underscored the realities of the Standardized assessment of SYNC students’ academic
contextual demands educators faced in a Title I school achievement was not within the scope of this research. An
and of the implementation of a Montessori program independent evaluator and the school district reviewed
within an elementary school setting. In a public-school student-performance data, and early findings indicated
classroom, SYNC teachers aligned their work with performance trends that met, and in some cases exceeded,
the expectations of all teachers by attending to the those seen in children in traditional classrooms. A more
professional tasks of instruction, assessment, and thorough reporting of these results is planned for a future
assistance. As public-school educators, SYNC teachers study.
were required to meet school, district, and state
requirements for student learning. However, with its As with all case studies, limitations may include a lack
flexibility and responsiveness to the diverse backgrounds of internal validity, reliability, and generalizability
and experiences of the students, SYNC provided (Merriam & Tisdell, 2016). However, SYNC provides a
a venue that afforded teachers the chance to create snapshot of a unique project that led to open discussions
opportunities for all learners. Teachers implemented of the types of academic experiences that could
a culturally relevant curriculum in coordination with provide learning linked to individual identities and
pedagogy reflecting antibias and antiracist practices. narratives. The feedback from stakeholder experiences
These practices aligned with the school’s fundamental and the observations of classrooms highlighted the
commitments to social justice as part of its community. complexity of life in classrooms and the unique ways
Reflecting this ethos, the supplemental texts, art, and in which Montessori education informed the Dahlia
stories used in SYNC classrooms reflected the cultures community. For SYNC teachers, the implementation
and backgrounds of SYNC students and emphasized of the Montessori tenets of decision-making, problem-
the school’s value of acknowledging and celebrating its solving, and critical thinking in the classroom resulted in
students. Adding to the curriculum, some of the teachers individualized learning experiences for all children.
and paraprofessionals shared the same backgrounds of
some students, which demonstrated a recognition and Author Information
valuing of home languages.
†Corresponding Author
There were operational challenges in the planning and Mary D. Burbank† is assistant dean in the College of
implementation of SYNC that required stakeholders to Education, director and clinical professor for the Urban
communicate directly with one another. For example, Institute for Teacher Education at the University of Utah.
project stakeholders responded positively to SYNC’s She can be reached at mary.burbank@utah.edu.
goals by incorporating more Spanish and bilingual
lessons and instructors who were able to provide Melissa M. Goldsmith is a research associate in the Urban
language support for the children, thereby responding Institute for Teacher Education at the University of Utah.
to the changing demographics of today’s communities,
where multiple languages may be spoken. Jennifer Spikner is involved in Montessori education and
resides in Chicago, IL.
Past research on Montessori education attended to
student demographics and measures of effectiveness Koeun Park is a graduate teaching assistant in the Urban
through standardized assessments of performance. Institute for Teacher Education at the University of Utah.

12 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

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 Appendix A: Stakeholder Planning Year Interview Questions

1. What is your role in Project SYNC?

2. What do you feel is the primary benefit of SYNC?
3. The SYNC website is a tool used to spread the program to different schools. What do you hope others will
learn from this project?
4. What are the roadblocks that could come or already have come into play that might negatively impact the
goals and/or implementation of SYNC?
5. Do you think Montessori principles work for all school environments? Why or why not?
6. What do you think the Montessori classrooms will bring to the elementary school?
7. In what ways does SYNC promote responsive education, one of its goals? In what ways does SYNC reach all
learners, another goal?
8. Where do you see SYNC having the greatest impact on student learning? Why do you say that?

Montessori Education and a Neighborhood School 15

 Appendix B: Stakeholder Implementation Year Questions

In thinking about this past, first, year of the implementation of Project SYNC, where Montessori classrooms have been
created in the public school of Dahlia Elementary, please answer the following questions by selecting a category or
filling out the text boxes below each question.

1. Name (optional): ________________________________________________

2. Which of the following are you primarily affiliated with?
• Dahlia Elementary
• Conservatory
• State University
3. Overall, how satisfied are you with Project SYNC?
• Extremely dissatisfied
• Somewhat dissatisfied
• Neither satisfied nor dissatisfied
• Somewhat satisfied
• Extremely satisfied
4. What are the benefits of SYNC?
5. What are the roadblocks that have come into play that have negatively impacted the implementation of
SYNC?
6. In what areas has SYNC had the greatest impact on student learning, if any? Why do you say that?
7. In what areas has SYNC had the greatest impact on teachers (either those teaching in the Montessori
classrooms or those who have participated in Montessori training), if any? Why do you say that?
8. How successful has the inclusion of the Montessori philosophy been in the environment of a diverse, Title I
public school?
• Extremely unsuccessful
• Somewhat unsuccessful
• Neither successful nor unsuccessful
• Somewhat successful
• Extremely successful
9. In what ways, if any, do the Montessori principles assist in the examinations of race, racism, equity, access, and
multicultural education?
10. How successful has the inclusion of the Montessori philosophy been in the environment of a school with a
social-justice curriculum?
• Extremely unsuccessful
• Somewhat unsuccessful
• Neither successful nor unsuccessful
• Somewhat successful
• Extremely successful
11. Please provide specific examples of how the social-justice emphasis has been included in the curriculum at
Dahlia.
12. How do students respond to the social-justice adaptations to the curriculum at Dahlia?
13. What have been the successes, if any, of the partnership between the State University, Dahlia Elementary, and
Conservatory?
14. What have been the limitations, if any, of the partnership between the State University, Dahlia Elementary,
and Conservatory?
15. What would you like to see done differently next year to improve SYNC, if anything, in the following areas?

16 Journal of Montessori Research Spring 2020 Vol 6 Iss 1

• Teacher selection and training
• Student recruiting into the Montessori classrooms
• Meeting the needs of the diverse school community
• Work with families
• Communication between State University and Dahlia Elementary
• Mentoring
• Adequacy of supplies and related materials
• Attention to language (English and non-English)
• Other ________________________________________________

Montessori Education and a Neighborhood School 17

 Appendix C: Classroom Teacher Open-Ended Responses

1. Could you tell me a bit more about why the Montessori model has impacted the stories you told me about?
2. What is it that Montessori added or made possible?
3. Why does Montessori matter for the children in your classroom?

18 Journal of Montessori Research Spring 2020 Vol 6 Iss 1