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Learning As Development: Reflections of Former Montessori Students

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Learning As Development: Reflections of Former Montessori Students LEARNING AS DEVELOPMENT: REFLECTIONS OF FORMER MONTESSORI STUDENTS A Dissertation Presented to The Faculty of the School of Education Saint Mary‘s College of California In Partial Fulfillment Of the Requirements for the Degree Doctor of Education in Educational Leadership By Rebecca Loomis Keith Spring, 2014 Copyright © 2014 by Rebecca Loomis Keith ALL RIGHTS RESERVED LEARNING AS DEVELOPMENT: REFLECTIONS OF FORMER MONTESSORI STUDENTS By Rebecca Loomis Keith June, 2014 APPROVED FOR THE SAINT MARY‘S COLLEGE OF CALIFORNIA KALMANOVITZ SCHOOL OF EDUCATION __________________________________________ Candidate Ed.D Dissertation Committee: ___________________________________________ Kathleen Taylor, Ph.D., Chair ___________________________________________ William S. Moore, Ph.D. ____________________________________________ Carolyn Daoust, Ph.D. ____________________________________________ Heidi Marie Rambo, Ph.D., Program Director _________________________________________ Christopher Sindt, Ph.D., Dean Abstract Learning as Development: The Reflections of Former Montessori Students By Rebecca Loomis Keith Doctor of Education in Educational Leadership Saint Mary‘s College of California, 2014 Kathleen Taylor, Chair Possible long term effects of previous Montessori education on college age students are relatively unexamined. In this descriptive, exploratory, qualitative study, 13 students who had earlier attended Montessori schools for at least six years were asked to reflect on their just- completed freshman year. Thematic analysis of their in-depth, semi-structured interviews revealed similarities in how they experienced themselves as learners; understood the construction of knowledge, opinion, and truth; experienced themselves as growing and changing; and viewed the influence of their Montessori education. Though their level of epistemological maturity was not measured directly, their responses suggested a more advanced level than usually achieved by comparably aged college students. Their patterns of response also correspond to characteristics Montessori described as the fourth plane of development, which would be achieved by adolescents whose earlier educational experiences had successfully brought them through the first three planes. These findings suggest that further research is needed into the possible long term effects of a Montessori education on individuals as they reach adulthood. Although altering current educational models would be enormously challenging, further examination of this alternative is recommended. i Dedication The effort represented by this dissertation is dedicated to the unique potential within each and every child and the individuals committed to working in service of its full emergence and fulfillment through their Montessori practice. The following individuals are also gratefully acknowledged: My grandchildren, children and husband for graciously (for the most part) enduring my absences, exhaustion, and preoccupation and loving me anyway. All the children (and their parents), faculty, and staff at One World Montessori for their hugs, forbearance, resilience, and encouragement during the process. Nancy for her help with transcription. Andy and Lucinda for a comfortable bed, a glass of wine, and conversation on innumerable Friday nights in Orinda. Thank you all for your patience, kindness, and support. ii Acknowledgements I would like to acknowledge my committee members, Dr. William S. Moore and Dr. Carolyn Daoust for sharing their knowledge, insight, empathy, and support throughout this project. I would especially like to thank the chair of my committee, Dr. Kathleen Taylor for her time, patience, inspiration, and assistance, as well as her dedication to transformational learning in adult education. I would also like to thank Ronda Levy for always being there to sort out the innumerable intricacies of the mysterious bureaucratic processes with patience, kindness, and good humor. iii Table of Contents Abstract………………………………………………………………………………………….....i Dedication………………………………………………………………………….………….......ii Acknowledgements………………………………………………………………………………iii List of Tables……………………………………………………………………………………viii Chapter I: Introduction to the Study ............................................................................................... 1 Background ............................................................................................................................... 44 Problem Statement .................................................................................................................... 10 Purpose ........................................................................................................................................ 8 Research Question ....................................................................................................................... 8 Approach ................................................................................................................................... 10 Significance ............................................................................................................................... 10 Theoretical/Conceptual Framework .......................................................................................... 11 Assumptions .............................................................................................................................. 12 Limitations/Delimitations.......................................................................................................... 12 Definition of Terms ................................................................................................................... 13 Summary ................................................................................................................................... 15 Chapter II: Literature Review ....................................................................................................... 17 Sources, Searches ...................................................................................................................... 17 Constructive-Developmental Theory ........................................................................................ 18 Perry‘s Developmental Scheme ................................................................................................ 20 iv Kegan‘s Orders of Consciousness ............................................................................................. 25 Montessori‘s Planes of Development ........................................................................................ 27 A Comparison of Kegan and Montessori .................................................................................. 29 Montessori Research ................................................................................................................. 39 Summary ................................................................................................................................... 44 Chapter III: Method ...................................................................................................................... 46 Epistemological Assumptions ................................................................................................... 46 Research Design ........................................................................................................................ 47 Sample Selection ....................................................................................................................... 47 Data Collection Strategy ........................................................................................................... 48 Data Analysis Procedures.......................................................................................................... 48 Steps to Assure Trustworthiness and Transferability ................................................................ 50 Summary ................................................................................................................................... 52 Chapter IV: Findings..................................................................................................................... 53 Review of the Process of Data Generation, Reduction, and Analysis ...................................... 54 Experience of Being Learners.. ............................................................................................. 55 Reflections on Knowledge, Beliefs, and Opinions ................................................................ 67 Transformations. ........................................................................................................................... 81 Summary ................................................................................................................................... 89 Chapter V: Discussion and Conclusion ........................................................................................ 93 v Findings in Relationship to the Research Questions ................................................................. 95 How do Post-Montessori Students Describe their College Experience?...............................95 What type of Learning Environment do Post-Montessori Students Prefer?......................97 What Criteria do Post-Montessori Students use to make Difficult Decisions?.................97 What meaning do post-Montessori students make of the possible influence of their prior Montessori experience?.....................................................................................................99
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