Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

106 results

Book Section

Il design per l'infanzia, quando il 'design' in Italia non esisteva ancora

Book Title: Maria Montessori e il sodalizio con l'Umanitaria: dalla Casa dei bambini di via Solari ai corsi per insegnanti (1908-2008)

Pages: 34-35

See More

Language: Italian

Published: Milano: Raccolto, 2008

ISBN: 978-88-87724-27-1

Book Section

Inclusive Product Design: Applicating the Montessori Methodology into the Design Conception of Children's Products

Available from: Springer Link

Book Title: Perspectives on Design II: Research, Education and Practice

Pages: 367-383

See More

Abstract/Notes: This article presents the results of an ongoing scientific initiation research, as well as the contributions attained from a Research Internships Abroad Program (BEPE/FAPESP) which sought to expand the theoretical framework on design processes regarding sensory products in the European Market. The study focuses on toys for children with blindness or low vision, including its design process, all the way though its physical prototyping. Here follows the adopted structure of analysis: (a) Theoretical review on the design of sensory products and the contribution of the Montessori method; (b) Application of synchronous analysis amid similar children’s toys from the European market, specifically those commercialized in Portugal; (c) Project development with generation and selection of alternatives; (d) Experimental execution of the physical prototype at the Prototype Laboratory. Thus, this research aims to contribute to the development of sensory products through the Montessori method, as well as stimulating further research in the areas of Product Design and Inclusive Design.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2022

ISBN: 978-3-030-79879-6

Series: Springer Series in Design and Innovation , 16

Article

✓ Peer Reviewed

Supporting Self-Directed Learning in a Project-Based Embedded Systems Design Course

Available from: IEEE Xplore

Publication: IEEE Transactions on Education, vol. 63, no. 2

Pages: 88-97

See More

Abstract/Notes: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students' self-directed learning. In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive-deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.

Language: English

DOI: 10.1109/TE.2020.2975358

ISSN: 1557-9638

Article

✓ Peer Reviewed

Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change

Available from: University of Chicago Press

Publication: American Journal of Education, vol. 126, no. 4

Pages: 499-518

See More

Abstract/Notes: A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, underenrolled middle school that underwent a dramatic shift when becoming a magnet school focused on DT. We explain the intentional leadership actions that facilitated structural and cultural changes, including building a collaborative leadership structure. Interactions between the principal and the teachers led to the emergence of practices that supported innovation schoolwide. At the same time, internal and external challenges rooted in the grammar of schooling arose, requiring educators to respond to sustain the momentum for change. Implications for policy and practice are discussed.

Language: English

DOI: 10.1086/709510

ISSN: 0195-6744, 1549-6511

Article

Maria Montessori Meets Rube Goldberg: Norwalk Middle School [Connecticut] Wins MIT Design Contest

Publication: Public School Montessorian, vol. 20, no. 4

Pages: 1, 22

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Envisioning a School: Design Students at Work in Savannah [Georgia]

Publication: Public School Montessorian, vol. 20, no. 1

Pages: 15

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

Designing the Peaceful Classroom

Publication: Public School Montessorian, vol. 19, no. 4

Pages: 4

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

What Would Maria Assess? Denver's Denison School Designs Own Report

Publication: Public School Montessorian, vol. 20, no. 1

Pages: 1, 27

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

The Architecture of 'Flow': Observations on What We Know About Learning and How to Design Spaces Where It Happens

Publication: Public School Montessorian, vol. 16, no. 2

Pages: 14-15

Architecture, Design, Learning environments, Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

NCME Magazine Gets New Design

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 13, no. 2

Pages: 28

Public Montessori

See More

Language: English

ISSN: 1071-6246

Advanced Search