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Doctoral Dissertation

An Examination of Culturally Relevant Pedagogy and Antibias-Antiracist Curriculm in a Montessori Setting

Available from: Lynn University - Electronic Theses and Dissertations

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Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.

Language: English

Published: Boca Raton, Florida, 2020

Article

Culturally Sustaining Practices in Public Montessori Schools: A Landscape of the Literature

Available from: Nipissing University (Canada)

Publication: Journal of Unschooling and Alternative Learning, vol. 16, no. 31

Pages: 20 p.

⛔ No DOI found

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Abstract/Notes: This literature review provides a broad examination of the importance of culturally sustaining practices in public Montessori schools. For the purpose of this paper, culturally sustaining practices refers to any pedagogical practice or framework that prioritizes the racial and social identities of children of color, and/or the work that educators must do to strengthen these culturally sustaining practices. Culturally sustaining practices include but are not limited to Culturally Sustaining Pedagogy, which Paris (2012) adapted from Ladson-Billings' (1995) Culturally Responsive Pedagogy. Specifically examining the experiences that children of color experience in public Montessori education in the U.S., the author proposes that culturally sustaining practices combined with the Montessori method will lead to more humanizing and uplifting school experiences for Montessori families and educators. The research questions guiding the review are: (1) How does public Montessori education intersect with racial justice, social justice, and CSP, specifically as it serves children of color? (2) What is the internal work required of adults who want to employ CSP in their practice with children? The themes that arose from the literature were: the racial and economic challenges facing public Montessori in the U.S.; the varied experiences of Montessori students of color; the need for more social justice and culturally sustaining practices; and the aspects of culturally sustaining practices already existing in Montessori. The paper ends with recommendations for schools and Montessori teacher preparation.

Language: English

ISSN: 1916-8128

Conference Paper

Culturally Relevant Education and the Montessori Approach: Perspectives from Hawaiian Educators

Available from: ERIC

Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 8, 2006)

Americas, Culturally relevant pedagogy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 8, 2006). The purpose of this study was to investigate why some Hawaiian language and culture-based (HLCB) educators perceived the Montessori approach to be congruent with their goals and values and to determine the salient features of the Montessori approach used by HLCB teachers who received Montessori training. The sociocultural perspective on learning provided the theoretical foundations and grounded theory methodology guided the research process. Interviews and focus group discussions were conducted with 40 HLCB participants, including 15 key informants who had at least 180 hours of Montessori training. Data also included classroom and school visits and analyses of school documents. Data analysis revealed six themes and two linkages that related the themes and their elements. Four themes were related to why HLCB educators have perceived the Montessori approach to be congruent with their values and goals. These were (a) similar views regarding their work as a lifestyle, (b) common pedagogical practices, (c) shared values and beliefs as educators, and (d) an overlapping world-view. One theme described the distinctions between the approaches. The final theme included challenges to implementing and maintaining HLCB programs. The findings suggest that researchers and teacher educators interested in culturally congruent education should take into account the underlying world-view of both the research paradigm and the participants involved, and that school reform should be comprehensive, culturally congruent, and generated from within communities and other stakeholders. They also indicate that culturally congruent, place-based education may enhance academic self-efficacy and could serve as a bridge between seemingly disparate educational approaches.

Language: English

Article

Creating High-Quality Early Childhood Education in Rwanda: Teacher Dispositions, Child-Centred Play, and Culturally Relevant Materials

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 190, no. 15

Pages: 2437-2448

Africa, Culturally relevant pedagogy, East Africa, Rwanda, Sub-Saharan Africa

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Abstract/Notes: Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes’ homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools.

Language: English

DOI: 10.1080/03004430.2019.1578760

ISSN: 0300-4430, 1476-8275

Book

The Power of Pedagogy

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Abstract/Notes: ′[This book] is readable, engaging, informative and provoking′ - Tony Rae, ESCalate ′The book is encompassing all my own passions as a holistic practitioner; I feel it is multi-cultural, offering powerfully diverse and inclusive ideas of pedagogy. In particular, the concepts of this book are like a breath of fresh air for the ′disabled′ student, talking about alternative assessment etc.′ - Helene McArthur, ESCalate `Every now and again you come across a really important book that shifts and clarifies your thinking. The Power of Pedagogy is one of those books. Here you′ll find a fascinating analysis of the myriad of issues and ideas surrounding teaching and learning today. Drawing on history, theory and vignettes form today′s classrooms, these two experienced and active thinkers and practitioners have managed to provide new perspectives on the pedagogic mission. A remarkable piece of scholarship, it′s a ′must′ for all those setting out to teach and for those already teaching with the sort of intellectual curiosity that is the hallmark of the outstanding teacher′ - Tim Brighouse, formerly Adviser for London Schools, is Visiting Professor at the Institute of Education ′This important book manages to combine an illuminating breadth of global reference with real insight into the practice of teaching and learning. Its highly readable investigative narrative integrates theory and practice with a quality of analysis that is both rare and entirely convincing′ - Sir David Winkley, former Headteacher Grove School, Handsworth and government education advisor The concept of ′pedagogy′ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyse and explore contemporary ideas of pedagogy through the work of key figures including Freire, Montessori and Vygotsky, and explain how a new conception of pedagogy could transform educational institutions, particularly schools. In locating pedagogy as central to the process of education the authors: - explore the historical and cultural antecedents of our understanding of pedagogy - analyse the way understanding of the working of the human mind influences teaching and learning - review and critique ideas about learning and the construction of knowledge - examine the way new forms of communication are impacting on the processes and purposes of pedagogic activity. Highly relevant for masters and doctoral students of education, this book will also be of interest to educational practitioners undertaking research on issues related to pedagogy, both in the UK and internationally. Bob Moon and the late Jenny Leach have written extensively on pedagogy, teacher education and international developments in the field, including Learners and Pedagogies (1999). They lead the Research Group on Teacher Education across Societies and Cultures (RITES) at the Open University, UK. Bob Moon is Professor of Education at the Open University and Director of the Teacher Education in Sub-Saharan Africa (TESSA) Programme. Jenny Leach was Professor of Teacher Learning and Development at the Open University.

Language: English

Published: Thousand Oaks, California: SAGE, 2008

ISBN: 978-0-85702-655-2

Article

Монтессори-педагогика: от Эдуарда Сегена к инклюзивному обучению [Montessori Pedagogy: From Edouard Séguin to Inclusive Learning]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 28

Pages: 147-152

Eastern Europe, Europe, Inclusive education, Montessori method of education, Ukraine

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Abstract/Notes: У статті представлений процес взаємовпливаючого розвитку найважливіших ідей спеціальної педагогіки і реформаторської педагогіки на прикладі педагогіки М.Монтессорі, який забезпечав вихід на якісно новий рівень розвитку педагогіки – педагогіки інклюзивної освіти. Розглянуті найважливіші педагогічні ідеї Е.Сегена, представлені в його «фізіологічному методі», як джерело зазначених вище педагогічних напрямків. До них відносяться: індивідуально-особистісний підхід до дитини, залежність інтелектуального розвитку від розвитку сенсорної і моторної сфери, виключно важливе значення власної активності діяльності дитини в процесі навчання. Далі в статті простежується розвиток ідей Е.Сегена в педагогічній концепції М. Монтессорі, що не тільки розвинула положення Едуарда Сегена стосовно до дітей зі збереженим інтелектом, але й включила їх у власну систему педагогічних ідей та принципів, сукупність яких утворює сьогодні Монтессорі-педагогіку. У статті наголошується, що так і спеціальна педагогіка, пройшовши складний полуторавіковий шлях свого розвитку, використовувала і збагачувала ключові педагогічні ідеї Едуарда Сегена новими знаннями, новими науковими концепціями, які не лише не суперечили ідеям Сегена, але й надавали їм нового, все більш глибокого змісту. У цьому контексті показана роль реформаторської педагогіки у становленні та розвитку інклюзивного навчання в контексті конструктивістського підходу. Автор підкреслює, що практично всі педагогічні ідеї Монтессорі не суперечать найважливішим положенням інклюзивного навчання. Проаналізовано причини труднощів впровадження інклюзивного навчання. У статт робиться висновок про те, що радянська школа, педагогіка і педагогічна освіта в минулі десятиліття ХХ століття пропустили важливий етап у своєму розвитку – творче освоєння філософії, теорії та практики реформаторської педагогіки (у тому числі і Монтессорі-педагогіки) і впровадження нових елементів її сучасного розвитку в освітню практику. Статтю завершує думка про те, що феномен закордонного інклюзивного навчання є не що інше, як продукт творчого розвитку теорії, методології та практики європейської реформаторської педагогіки протягом ХХ століття. [The article presents the process of interacting development of the most important ideas of special pedagogy and reform pedagogy in the example of the Montessori pedagogy. He provided a qualitatively new level of development pedagogy - pedagogy inclusive education. These include: individual and personal approach to child dependency intellectual development from activation of sensory and motor areas, important activity and the activity of the child in the learning process. The following shows the development of their pedagogical E. SEGUIN in teaching the concept of Maria Montessori. She developed his ideas in relation to the normal children, who constitute today Montessori pedagogy. Special pedagogy in the process of its development was also based on the most important pedagogical ideas E. SEGUIN, complement them with new scientific knowledge and concepts. From the standpoint of modern science reform pedagogy, including Montessori pedagogy, developed in the mainstream ideas of constructivism. At these positions develop and inclusive education. Trueste implementation of inclusive education are analyzed. The author comes to the conclusion that the Soviet school and pedagogy, teacher education in the twentieth century have missed an important stage in its development. This use of the ideas of progressive pedagogy, Montessori pedagogy in the process of long-term development of pedagogy and education.Preconditions for the successful development of inclusive education was not established. The author believes that the success of development of inclusive education abroad is the result of the development of reform pedagogy in the twentieth century.]

Language: Ukrainian

ISSN: 2310-8290

Article

An Alternative to “No Excuses”: Considering Montessori as Culturally Responsive Pedagogy

Available from: National Center for Montessori in the Public Sector (NCMPS)

Publication: Journal of Negro Education

African American community, African Americans, Americas, Angeline Stoll Lillard - Writings, Culturally relevant pedagogy, Montessori method of education, North America, United States of America, ⛔ No DOI found

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Abstract/Notes: [in press]

Language: English

ISSN: 0022-2984, 2167-6437

Doctoral Dissertation

Nisaidie nif anye mwenyewe, Pomogi mne eto sdelat' samomu: A comparative case study of the implementation of Montessori pedagogy in the United Republic of Tanzania and The Russian Federation

Available from: ProQuest Dissertations and Theses

Africa, Comparative education, East Africa, Eastern Europe, Europe, Russia, Sub-Saharan Africa, Tanzania

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Abstract/Notes: The system of education developed by Maria Montessori, noted Italian feminist, anthropologist and physician, is the single largest pedagogy in the world with over 22,000 public, private, parochial, and charter schools on six continents, enduring even as other teaching methods have waxed and waned. Despite its international diffusion and longevity, research into the pedagogy is glaringly absent from mainstream educational literature. The purpose of this study is, first, to explore Dr. Montessori's involvement in international conferences and examine how the exchange of ideas by participants may have influenced her pedagogy. Second, this study investigates the implementation of Montessori pedagogy in two countries, the United Republic of Tanzania and the Russian Federation, focusing on the interplay of teacher training, classroom practice, and culture. This comparative multiple case study was designed to differentiate what is universal in the Montessori pedagogy and what is country specific or culture bound. Observations in classrooms guided by a checklist of ten essential elements, interviews with teachers, trainers and leaders of Montessori associations, and historical and contemporary documents are the primary sources of data. The results of the data indicate that limited economic resources, the quality of training, government regulations and availability of Montessori books translated into the Kiswahili and Russian languages influence the implementation of Montessori pedagogy in the United Republic of Tanzania and the Russian Federation to a greater extent than culture. Montessori pedagogy as implemented in Tanzania is thriving and is providing much needed quality education for young children. Several factors influence its implementation, but poverty permeates through all the classrooms and is the most significant. Montessori pedagogy as implemented in Russia also is thriving, in spite of the challenge of consistent training. Impressive efforts such as the work of the Belgorod Montessori Study Center to develop the theoretical understanding and practical applications of cosmic education and Michailova Montessori School's experiment in integrating into a self-managed government school may determine whether Montessori remains on the periphery of pedagogy or moves to the center, influencing future policy.

Language: English

Published: Minneapolis, Minnesota, 2010

Book Section

From Montessori to Culturally Relevant Schools Under the Trees in Kenya

Available from: Springer Link

Book Title: Common Characteristics and Unique Qualities in Preschool Programs: Global Perspectives in Early Childhood Education

Pages: 23-35

Africa, Culturally relevant pedagogy, East Africa, Kenya, Sub-Saharan Africa

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Abstract/Notes: Kenya distinguishes itself from other sub-Saharan African countries with its well-established system of early childhood development and education (ECDE). This chapter describes environmental, economic and social-cultural circumstances in Kenya and how these affect ECDE program design, curriculum and preschool activities. The author will provide a brief historical overview of early childhood educational contexts in Kenya and how preschool teachers meet minimum standards of a quality program using Guidelines for Early Childhood Development in Kenya (NACECE (National Center for Early Childhood Education). (2003). Guidelines for early childhood development in Kenya. Nairobi: Author.) with an African approach. Specific focus will be given to the diverse and contrasting program settings for early childhood care and education from the affluent city suburbs to the rural agrarian farms and the arid and semi arid (ASAL) areas of Kenya.

Language: English

Published: Dordrecht: Springer Netherlands, 2013

ISBN: 978-94-007-4972-6 978-94-007-4971-9

Series: Educating the Young Child

Article

Como o Currículo se Constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da Ponte? [How is the Curriculum Constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’?]

Available from: RSD Journal

Publication: Research, Society and Development, vol. 9, no. 8

Pages: Article e810986385

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Abstract/Notes: Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas. [Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools.]

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

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