Abstract/Notes: Every country is currently concerned with education since it alone has the power to create a new world and offer up possibilities for positive outcomes. Three notable female educators from three separate eras who contributed to the advancement of education in the west have been recognised. Through their quick work in education, Mary Wollstonecraft (1759–1797), Maria Montessori (1870–1952), and Nel Noddings (1929–2022) have brought important concerns relating to women and children's education to light. These three women educators were connected by their interest in education despite being born in various eras and regions of the world. In this paper the researchers have tried to bring the educational thoughts of these iconic educationalists into one frame, making it a comprehensive study of educators from different eras.

Language: English

DOI: 10.52403/ijrr.20230178

ISSN: 2349-9788, 2454-2237

Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.

Language: English

Published: Sacramento, California, 2022

Language: English

Language: English

ISSN: 1470-8647

Abstract/Notes: Letter to the editor

Language: English

ISSN: 1470-8647

Language: English

ISSN: 0889-5643

Language: English

Abstract/Notes: L’article retrace l’itinéraire de la philanthrope américaine Mary Cromwell et sa participation dès le début du XXe siècle à la promotion de la méthode Montessori en France, à des moments charnières qui favorisèrent l’éclosion de réformes éducatives empreintes de progressisme dans le contexte de la Première Guerre mondiale. Loin de l’image des jardins d’enfants montessoriens accueillant les enfants des familles aisées qui fleurissent dans l’entre-deux-guerres, les classes Montessori qu’elle met en place dans les œuvres de guerre au profit de petits réfugiés révèlent une dimension curative de la pédagogie Montessori. Forte de cette expérience, Mary Cromwell tentera d’implanter la pédagogie Montessori dans les classes maternelles de l’Institution publique de l’après-guerre. / This article traces the path of the American philanthropist Mary Cromwell and her participation in the promotion of the Montessori method in France from the beginning of the twentieth century, at pivotal moments that fostered the emergence of progressive educational reforms in the context of the First World War. Far from the image of the Montessori kindergartens for children from wealthy families that flourished between the two wars, the Montessori classes that she set up in war charities for the benefit of child refugees revealed a curative dimension of Montessori pedagogy. Based on this experience, Mary Cromwell then attempted to implement Montessori pedagogy in the kindergarten classes of the post-war public institutions.

Language: French

DOI: 10.3917/etsoc.175.0105

ISSN: 0014-2204

Abstract/Notes: La presente investigación de tipo mixto tuvo como objetivo determinar la actitud de las maestras de pre-primaria y primaria baja de un colegio privado con sedes en zona 15 de la ciudad de Guatemala y Carretera a El Salvador sobre la metodología Montessori. La población estuvo conformada por 30 maestras encargadas de grado, 4 guías Montessori y un experto en metodología Montessori. Se utilizó muestreo no probabilístico. Para este estudio se utilizaron tres instrumentos, en la parte cuantitativa se trabajó con un cuestionario anónimo para disponer de confiabilidad por parte de los sujetos y en la parte cualitativa se utilizaron dos entrevistas diferentes. Como segundo instrumento, la entrevista la contestaron cuatro guías Montessori y un tercer instrumento, una entrevista dirigida a un experto en metodología Montessori, enriqueciendo de esta forma los datos recabados con el cuestionario. Se concluyó que las maestras de preprimaria y primaria baja de ambas sedes manifiestan una actitud altamente positiva hacia la metodología Montessori. Una de las recomendaciones más importantes es que se sugiere a la institución educativa con el fin de mantener la actitud altamente positiva de las guías Montessori realizar capacitaciones continuas y que de esta forma puedan tener siempre presentes las bases de la metodología, de tal manera que las maestras apliquen el método convencidas de la efectividad del mismo.

Language: Spanish

Published: Guatemala City, Guatemala, 2018

Language: English