Language: English

ISSN: 1354-1498

Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.

Language: English

Published: Marquette, Michigan, 2009

Language: French

Abstract/Notes: Contains a condensed/abridged Spanish translation of Anne E. George's English translation of Maria Montessori's Anthropologia Pedagogica Italian language original.

Language: Spanish

ISSN: 0797-1559

Abstract/Notes: From the early 1900s through the 1950s, child-centered and humanistic theories of education were developed and disseminated from hubs of progressive educational theorization. Based on the resultant educational reforms of the 1960s, humanistic approaches to education became popular in schools throughout the United States. Concurrently, and perhaps not coincidentally, while these theories were being developed, Doctor Who was conceived and promoted as an educational television series for young learners throughout Britain. This essay posits that, consciously or inadvertently experimenting with progressive new pedagogical models, the Doctor and his series of companions present a complementary union of potentially opposing pedagogical approaches. While the Doctor’s lessons tend to be pedantic in nature and substance, the companions’ efforts to absorb the Doctor’s demonstrated teachings, relating that message to the audience, make episodes humanistic learning experiences for the viewer. By presenting dilemmas confronted and varyingly resolved by companions of the Doctors show-run by Russell Davies and Steven Moffat, this essay illustrates each companion’s personal struggles and attempts to understand and assimilate the Doctor’s lessons into an expanding worldview or moral truth that parallels and elicits the viewer’s—who occupies the silent, observant position of novice companion, or neophyte as acolyte—empathetically vicarious experiences.

Language: English

ISSN: 2517-4266

Language: English

ISSN: 0041-5278

Abstract/Notes: The biography of the first woman doctor in Italy who developed an innovative method of educating young children that has gained wide acceptance throughout the world.

Language: English

Published: Milwaukee, Wisconsin: Gareth Stevens Children's Books, 1990

ISBN: 978-0-8368-0217-7

Language: English

Published: Milwaukee, Wisconsin: Gareth Stevens Children's Books, 1990

Edition: North American ed.

ISBN: 0-8368-0217-9

Series: People who have helped the world

Language: English

Published: Watford, England: Exley, 1990

ISBN: 1-85015-211-X

Series: People who have helped the world

Language: English