Abstract/Notes: This action research project was completed to test the effects of reading and discussing multicultural children’s literature on young children’s positive self-concept and appreciation of human differences. The setting was a Montessori primary (preK-K) classroom of 18 children, ages two years 10 months to five years 10 months. Ten children were White, four were biracial, three were Asian American, and one was Latin American. Data was collected using a tally sheet, picture test, self-concept test, discussion log, and self-assessment journal. Readings took place each day and books centered on topics such as individuality, race, skin color, diversity, inclusion, and activism. The results indicated that children did show a decrease in negative attitudes towards human differences and an increase in positive attitudes towards human differences throughout the intervention. The action plan implications conclude that the study could be conducted with a narrower focus and within an intersectional framework.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: Draft AMS position paper

Language: English

ISSN: 1054-0040

Language: Korean

ISSN: 1226-9417

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0957-0942

Language: English

ISSN: 1071-6246

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

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

Language: Korean

ISSN: 2005-0860, 2671-5821

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

Language: Japanese

ISSN: 0913-4220