Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.

Language: English

Published: Las Cruces, New Mexico, 2022

Abstract/Notes: This paper considers the phenomenon of age-grouping in English Schools from the standpoint of the possible disadvantage experienced by younger children in a cohort. It is argued that conventional age-grouping is the combined result of an accident of history, political ideology and professional inertia, and that no formal policy exists in England which serves to prescribe how schools should be organised. Instead, the effects of other policies and legislation, influencing, for example, the curriculum and assessment, combine to make alternative forms of organisation difficult, if not impossible, giving rise to, what I have called, an ‘implicit policy’. Implicit policies, I argue, can be as influential and constraining as explicit ones, and can sway professional attitudes and behaviour in subtle ways. In the case of the implicit policy on age grouping – what I have termed the age-group paradigm – my research has shown that teachers can be led through a form of professional misrecognition to misconstrue existing arrangements as arising from professional judgments rather than from political, social or economic pressures. Unquestioning acceptance of the paradigm can lead to potentially harmful labelling of children and the formation of assumptions about the abilities of younger pupils in a year group which may prevent their true potential being recognised.

Language: English

ISSN: 2049-9558

Language: English

ISSN: 1054-0040

Abstract/Notes: This paper provides a brief history of the work of Maria Montessori and traces the development of the Montessori method in English education. The first woman medical student in Italy, she developed an interest in the needs of mentally handicapped children. Contrary to the accepted view, she came to the conclusion that mentally 'deficient' children required mainly an educational, or 'pedagogical,' rather than a medical treatment. The Montessori movement in England reached its zenith in 1921 and declined due to a division within the ranks of its supporters. However, the influence of Montessori's methods continued to exist and expand, particularly in the private sector of education. Montessori's two principal biographers, Standing and Kramer, missed the significance of the fact that Montessori was a woman in medicine in Italy during a period when women all over Europe were struggling to be admitted into the public sphere. Other researchers have addressed the significance of this factor in the educational field among her contemporaries. Montessori's claims to scientificity and their articulation with an increasingly rationalized education system explain, in part at least, her success. / Paper presented as the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 4-8, 1994.

Language: English

Published: New Orleans, Louisiana, 1994

Language: English

Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.

Language: English

DOI: 10.1080/0030923042000293742

ISSN: 0030-9230, 1477-674X

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]

Language: French

DOI: 10.3917/etsoc.163.0043

ISSN: 0014-2204

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Language: Korean

ISSN: 2005-0860, 2671-5821