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Article
The Montessori Method in Indian Schools
Available from: HathiTrust
Charles M. Buchanan (Author)
Publication: The Red Man, vol. 7, no. 2
Date: Oct 1914
Pages: 68-72
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori schools, North America, United States of America
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Language: English
Article
The Montessori Training Centre for Village Schools in Yeotmal, Madhya Pradesh, India
Mayadevi Balchandra (Author)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4
Date: 1957
Pages: 38–42
Asia, India, Indigenous communities, Indigenous peoples, South Asia, Trainings
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Language: English
ISSN: 0519-0959
Article
The Development of Language With Beginners at Day Schools
Available from: National Archives (USA)
Mary E. Dissette (Author)
Publication: Indian School Journal, vol. 15, no. 10
Date: Jun 1915
Pages: 511-516
Americas, Indigenous communities, Indigenous peoples, Language acquisition, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
ISSN: 0364-7056
Article
A Sketch of the Tulalip Indian School
Available from: National Archives (USA)
Charles M. Buchanan (Author)
Publication: Indian School Journal, vol. 15, no. 5
Date: Jan 1915
Pages: 240-242
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori schools, North America, United States of America
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Language: English
ISSN: 0364-7056
Article
Agency and School News; Montessori Method at the Tulalip School
Available from: National Archives (USA)
[unspecified] (Author)
Publication: Indian School Journal, vol. 13, no. 1
Date: Sep 1912
Pages: 26
Americas, Indigenous communities, Indigenous peoples, North America, Tulalip School (Washington), United States of America
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Abstract/Notes: This is an excerpt from the Everett (Wash.) Herald.
Language: English
ISSN: 0364-7056
Article
Care Givers’ Knowledge of Integrating the Montessori; Indigenous Communicative Teaching Methods and Reggio Emilia in Early Child Care Education
Available from: African Journals Online
A. C. Izuagba (Author) , A. O. Afurobi (Author) , P. C. Ifegbo (Author) , J. M. Opara (Author)
Publication: AFRREV IJAH: An International Journal of Arts and Humanities, vol. 6, no. 3
Date: 2017
Pages: 127-140
Africa, Indigenous communities, Indigenous peoples, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Studies have identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education is no exception. Theories of child development emphasize that children learn best through play and self-discovery. Unfortunately, research results revealed that caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the objectives. The study therefore sought to identify caregivers’ knowledge of integrating Montessori, Indigenous Communicative Teaching and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone, Imo State, Nigeria. The study is a descriptive survey with the population comprising all caregivers in government approved pre-primary schools totalling 119, using a 39-item questionnaire and percentages as well as chi square for data analyses. Results showed that respondents were not knowledgeable. Recommendations include the need to monitor caregivers to ensure compliance to stipulated policy.Keywords: childcare education, caregivers
Language: English
DOI: 10.4314/ijah.v6i3.11
ISSN: 2227-5452
Article
Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky
Available from: Cambridge University Press
Joel Rioux (Author) , Bronwyn Ewing (Author) , Tom J. Cooper (Author)
Publication: The Australian Journal of Indigenous Education, vol. 47, no. 2
Date: 2018
Pages: 158-170
Action research, Australasia, Australia, Australia and New Zealand, Biology education, Indigenous communities, Indigenous peoples, Oceania
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Abstract/Notes: This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.
Language: English
DOI: 10.1017/jie.2017.12
ISSN: 1326-0111, 2049-7784
Article
The Montessori Method, Aboriginal Students and Linnaean Zoology Taxonomy Teaching: Three-Staged Lesson
Available from: Cambridge University Press
Joel Rioux (Author) , Bronwyn Ewing (Author) , Tom J. Cooper (Author)
Publication: The Australian Journal of Indigenous Education, vol. 50, no. 1
Date: 2021
Pages: 116-126
Action research, Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania, Zoology education
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Abstract/Notes: This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.
Language: English
DOI: 10.1017/jie.2019.10
ISSN: 1326-0111, 2049-7784
Article
An Enriched Mathematical Program for Young Aboriginal Children
Available from: Cambridge University Press
Jan Currie (Author) , Barry Kissane (Author) , Harriett Pears (Author)
Publication: The Aboriginal Child at School, vol. 20, no. 1
Date: 1992
Pages: 15-37
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania
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Abstract/Notes: This paper provides some early results on a project designed to improve Aboriginal children's performance in mathematics, starting from their earliest introduction to number work. It explores the use of an enriched mathematics environment that minimally conflicts with traditional Aboriginal learning styles. The study is concerned with evaluating the effectiveness of a program intervention in remote Aboriginal schools, based on the results of pre- and post-interviews given to children at eight different schools in Western Australia at the beginning and end of 1989 and 1990. Comparison data with those for children at other schools are provided in this paper. The data derive from interviews with young children, and provide evidence on their performance in several key areas of early mathematics. Schools were categorized into three groups: White middle class; town Aboriginal and working class; and remote Aboriginal. The White middle class schools had the highest performance, followed by the town Aboriginal and White working class schools and the remote Aboriginal schools. There was a rather consistent gain in mean scores for most schools of around four points over the course of the first year so that existing differences between schools at the beginning of the year were still evident at the end of the year. At this stage it is difficult to conclude whether the intervention program has improved mathematics achievement for this group of remote Aboriginal children. There is at least no evidence of ‘progressive retardation’, which describes the current situation where Aboriginal children fall farther behind as they progress through school.
Language: English
DOI: 10.1017/S0310582200007707
ISSN: 0310-5822
Article
Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
Available from: University of Kansas Libraries
Nanette Schonleber (Author)
Publication: Journal of Montessori Research, vol. 7, no. 2
Date: 2021
Pages: 12-24
Cosmic education, Indigenous communities, Indigenous peoples, Montessori method of education
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Abstract/Notes: Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.
Language: English
ISSN: 2378-3923