Language: English

Published: New York, New York: John Wiley, 1975

ISBN: 0-470-14085-2

Abstract/Notes: A new framework was developed based on Montessori's pedagogy, Andragogy principles, and Heutagogy principles, to address the challenges of 5IR education. Modern-day Higher Education Institutions must explore innovative approaches to teaching and foster a culture of lifelong learning among students. A qualitative, thematic structured literature review was conducted to examine Montessori's pedagogy, Andragogy, and Heutagogy. The aim was to create a new framework that can be implemented in higher education institutions (HEIs) to address the educational needs of the 5th Industrial Revolution (5IR). To achieve this, ten articles were selected using pre-defined keywords, and articles older than 10 years and those that didn't answer the research question and sub-question were eliminated. Similarities, concerns, mismatches, and dilemmas were extracted from the selected articles. These were then compared to the 5IR education requirements to create the new framework. It was found that the combination of Montessori’s pedagogy, Andragogy, and Heutagogy has the potential to address the dilemmas found in 5IR education. Montessori strongly emphasises self-directed, self-determined learning and is guided by individualised instruction that fulfils the principles of Andragogy. Andragogy focuses on the learner’s autonomy and own experiences. Coupled with this is Heutagogy, which focuses on self-determined learning. This could only contribute to the idea of Montessori’s pedagogy in HEI. Montessori’s method should provide a strong philosophical foundation and perspective to the combined approach idea. Future work could look at the practical application to fully explore the potential of the combination to address 5IR educational dilemmas.

Language: English

Published: Helsinki, Finland, 2024

Abstract/Notes: The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of fundamental concepts in children’s cognitive, social, and emotional learning and how those are related to classroom behavior concerns. Data were collected via a personal writing prompt and interviews, allowing the teachers to explain how they prepare their classrooms to best support the needs of children who may be dealing with the consequences of childhood trauma. Data were organized into themes to inform teacher preparation programs and ongoing professional development.

Language: English

Published: Lynchburg, Virginia, 2024

Abstract/Notes: Motivation is a topic of high interest to music educators as they attempt to understand what makes their students want to continue learning. The use of the ukulele in the music classroom has grown over the last ten years due to its versatility. Despite its popularity and music educators’ support for its use, very little research exists on students’ motivation while playing it in a general music classroom setting. Therefore, the purpose of this current study is to compare the motivation levels of two groups of multi-age fourth through sixth-grade students learning the ukulele via different curricula in the music classroom. A quantitative MANOVA design method compared the motivation levels of students experiencing two different ukulele curricula. The study collected quantitative data from (N = 175) fourth through sixth-grade students at Maria Montessori School in Rockford, IL through an adapted twenty-two-item Intrinsic Motivation Inventory (IMI). The results indicated that there was a significant difference in motivation between students who experienced the Quaver Music curriculum and students who experienced the Music Will curriculum. The largest contributor to the difference is the Pressure-Tension subcategory, which leads one to conclude that students who experience lower levels of Pressure-Tension experience higher levels of overall motivation. Activities that promote lower levels of Pressure-Tension should be utilized in the classroom.

Language: English

Published: Lynchburg, Virginia, 2024

Language: English

Published: S.I.: Streetlib S.R.L., 2022

ISBN: 978-88-6580-410-0

Abstract/Notes: Maria Montessori non fu certo una donna comune. Capace di destare le più entusiastiche adesioni e le critiche più malevole, fu oggetto al suo tempo di illazioni, maldicenze, pettegolezzi e, ancor oggi, il suo senso di libertà e le scomode novità del suo pensiero suscitano reazioni contrastanti. Si ripercorrono qui le tappe della sua vita: dagli anni della formazione, segnati dalla difficoltà di essere una delle prime donne medico in Italia, all'esperienza dolorosa della maternità nascosta; dalle lotte femministe, che fondano in lei un nuovo senso di giustizia sociale e una nuova consapevolezza del ruolo della donna, all’impegno a favore dei bambini svantaggiati fino al suo innovativo progetto pedagogico, basato sulla valorizzazione delle risorse e della libertà del bambino. La presente edizione, rivista e aggiornata, accoglie numerose aggiunte, modifiche, correzioni e capitoli nuovi, grazie anche al prezioso contributo della bisnipote di Maria, Carolina Montessori.

Language: Italian

Published: Torino, Italy: Il leone verde Edizioni, 2018

ISBN: 978-88-6580-173-4

Language: English

Published: Edinburgh, Scotland: Provincial Training Centre, 1914

Series: Pedagogical Laboratory reports , 1

Language: English

ISSN: 2188-3645

Abstract/Notes: As the prologue to the research of early childhood education and care in Southern Europe, I noted the schools at Sagrada Familia in Catalunya following Montessori Method. Gaudi built the Schools at Sagrada Familia around 1909, mainly with the goal of providing schooling for children in the neighborhood growing up around the Temple and for the children of the people working on the site, expanding beyond the professional and personal knowledge of the parents to give their children more culture. The teaching style chosen was new and broke with all the old educational methods, following the new teaching methods of Maria Montessori. The most distinctive thing about the architecture of this building is its wavy facades. The walls and roof transformed the traditional technique of fl at brick vaults because, as the schools set out to open up new paths in teaching, so did Gaudi with his new architecture.

Language: English

Language: Swedish

Published: Stockholm, Sweden: Östlings Bokförlag Symposium, 2005

ISBN: 978-91-7139-727-0