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Book Section

L'attività dell'Associazione Nutan Bal Shikshan Sang [The activity of the Nutan Bal Shikshan Sang Association]

Book Title: Maria Montessori cittadina del mondo [Maria Montessori, citizen of the world]

Pages: 280-282

Asia, Conferences, India, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), South Asia, Taraben Modak - Speeches, addresses, etc.

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Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950. [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950.]

Language: Italian

Published: Roma: Comitato italiano dell'OMEP, 1967

Book Section

The activity of the Nutan Bal Shikshan Sang Association in India / L'attività dell'Associazione Nutan Bal Shikshan Sang nelle Indie

Book Title: La formazione dell'uomo nella ricostruzione mondiale: atti dell'8. Congresso internazionale Montessori presieduto da Maria Montessori, San Remo, 22-29 agosto 1949

Pages: 407-415

Asia, Conferences, India, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), South Asia, Taraben Modak - Speeches, addresses, etc.

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Language: English, Italian

Published: Roma: Ente Opera Montessori, 1950

Doctoral Dissertation

Language Learning and Technology in and for a Global World

Available from: University of California eScholarship

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Abstract/Notes: More than ever before, schools and societies are looking to educate children in and for a global world. In the United States, these efforts have taken the form of increased interest in incorporating global or international perspectives into educational curricula, programs, and policy over the past decade (Hayden, 2011; Parker, 2011; U.S. Department of Education, 2012). Despite this interest in what I call global education, ambiguity remains regarding what it means to provide an education for a globalized world, both in terms of its underlying motivations and its ultimate execution in practice (Ortloff, Shah, Lou, & Hamilton, 2012).Two components often placed at the heart of these efforts in the United States—second/foreign language and digital technology—both reflect and contribute to understandings of global education. This study, rooted in an ecological theorization of discourse, asked how different school actors (teachers, administrators, parents, and students) position these two components in education today, how these positionings differ across groups, and what this means for understandings of global education. These questions were investigated through two complementary approaches: a survey distributed to a large cross-section of schools around the United States and an in-depth focal case study of one school. The survey was distributed to teachers, students, parents, and administrators at a broad range of U.S. secondary schools and assessed perceptions of second/foreign language and digital technology in education today. The focal case study focused on two secondary classrooms at a multilingual immersion K-8 school in the western US over a four-month period; data collection included field notes, analytic memos, and audio/video recordings from participant observations as well as multiple rounds of interviews with five students, four teachers, two administrators, and three parents. Data were analyzed using iterative rounds of inductive and deductive coding (Miles & Huberman, 1994; Saldaña, 2009) and critical discourse analysis (Blommaert, 2005; Fairclough, 2001).Findings suggest that second/foreign language and digital technology were positioned in a range of different ways that had concrete ramifications for schools and that built up divergent understandings of global education. The survey component of the study highlighted common discourses reproduced across groups, including: second/foreign language learning as a way to promote cultural understanding and awareness as well as economic opportunity; or digital technology as a threat to learning and as an omnipresent necessity. The focal school offered a more detailed look into these different discourses and their reproduction across groups. Analysis revealed trended similarities and differences across groups. For example, even though parents, teachers, and administrators often articulated a similar understanding of second/foreign language and digital technology, parental actions suggested more alignment with economic-based understandings of these two components. These differences in how second/foreign language and digital technology should be positioned within a global education created a “battle” between parents and the focal school as well as tension within the learning environment. The impact of these discourses and battles on students was unclear: while students at times voiced the discourses that their parents, teachers, and administrators reproduced, data also suggests that students were influenced by outside sources. These findings suggest that resulting understandings of global education were multiple and divergent across school groups. Data analysis also revealed the potential that anxiety, concern, or even fear of globalization and its effects could undergird adult understandings of second/foreign language and of digital technology: beneath economic as well as cultural motivations for second/foreign language and for digital technology learning resided trepidation about a changing world, changing identities, and the unknowns that lay ahead. This suggests that, underneath multiple and complex discourses, there can be a singular discourse that manifests in different ways, nuancing understandings of ecological approaches to discourse. It also suggests that different understandings of global education could stem from the same place: fear or anxiety in the face of a globalizing world. These findings highlight the need for a global education that equips students to navigate a changing world, its challenges, and any potential fears that may arise from these changes and challenges. The study concludes with a pedagogical framework built around discourse analysis that could offer students tools to understand their globalizing world.

Language: English

Published: Berkeley, California, 2017


Proclaiming the Montessori Certitude: Baltimore's Global Celebration

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1998, no. 2-3

Pages: 28–29

⛔ No DOI found

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Abstract/Notes: Summary of NAMTA conference, Baltimore, MD, April, 1998

Language: English

ISSN: 0519-0959


Tradició i renovació pedagògica, 1898-1939: història de l'educació: Catalunya, Illes Balears, País Valencià [Tradition and pedagogical renewal, 1898-1939: history of education: Catalonia, Balearic Islands, Valencian Country]

Available from: Google Books

Europe, Southern Europe, Spain

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Language: Catalan

Published: Barcelona: Institut d'Estudis Catalans, 2002

ISBN: 978-84-8415-300-9

Series: Biblioteca Abat Oliba , 233


Work Life Balance and Working Indian Mothers: An Empirical Study

Available from: International Journal of Engineering Applied Sciences and Technology

Publication: International Journal of Engineering Applied Sciences and Technology, vol. 4, no. 7

Pages: 119-124

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Abstract/Notes: Like the whole world, our Indian society too has undergone many changes. Indian women have become very aware of their rights. Now she does not want to depend on her husbands, for this she tries to be selfsufficient and independent. But the circumstances are not so simple. Managing work and family responsibility can be very difficult for the women employees. And if the woman is a mother, things get even more difficult, because responsibility also gets bigger. A woman who work or do any business or other work especially working mothers has to perform multiple roles in balancing their work life and personal life. Each role has its own set of demands and when such role demand overlaps/interacts, a difference is created leading to stress, attrition, absenteeism and other health issues etc. Thus, there is an increasing need for organizations to address these demands of working mothers by implementing innovative HR policies. Worklife balance is one such HR practice that enables the employees particularly working mothers to give proper prioritization between work and lifespan roles. Hence, work-life balance has become a growing concern in all the sectors. Indian women have created a history in every domains of life today. She is now more being confident and positive. The present paper based on empirical research, delivers a deep insight of work-life balance of working mothers the problems faced by them in different phases of life. With the passage of time the relevance of work life balance becomes very important for working women when family responsibilities increase and care for children and other dependent become priority.

Language: English

DOI: 10.33564/IJEAST.2019.v04i07.018

ISSN: 2455-2143


Direct Verbal Instruction Contrasted with Montessori Methods in the Teaching of Normal Four-Year-Old Children

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Abstract/Notes: This study compares the effects of Montessori methods of instruction and methods of direct verbal instruction. Montessori methods rely on the ability of the child to learn through physical interaction with inanimate objects and minimize verbal behavior by teacher and student, while the direct verbal method works mainly through language use, both in the teacher's presentation and the child's responses. In this research project, the Montessori group was made up of 17 upper-middle class 4-year-olds who had already participated in the program for a year. The direct verbal group, called the Academic Preschool, was comprised of 18 4-year-olds from backgrounds similar to those of the Montessori group. All the children were pre- and posttested on the Illinois Test of Psycholinguistic Abilities and posttested on the Wide-Range Achievement Test (reading, arithmetic and spelling). There were no significant between-group differences at pretest, and posttest total ITPA scores were about the same as the pretest scores. The subtest differences in the second testing favored the Academic Preschool on tests involving abstraction and the Montessori group on tests of simple recognition or memory. The Academic preschool children outscored the Montessori children in all areas of the Achievement Test.

Language: English

Published: [S.l.]: [s.n.], 1969


The Montessori Classroom: A Foundation for Global Citizenship

Available from: ERIC

Publication: NAMTA Journal, vol. 40, no. 2

Pages: 91-110

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Abstract/Notes: Gerard Leonard maps the child's increasingly global environment and sense of citizenship from elementary to adolescence. For the elementary child, an orientation to the local history and geography of their surroundings provides a framework for understanding geography. In Leonard's words, "We have to know and understand a lot about many different places and people so we can adapt easily wherever we go." Montessori understood that by grounding children in the natural world they will have "a deep feeling for the interdependencies of nature" (Leonard). From this global sense of the cosmic interaction of all life on earth springs an understanding of human interdependencies that enhances one's own sense of belonging to place and to the procession of life. The elementary child needs two environments, both the school and the world beyond, "the world of nature and the society of his particular region and country" (Leonard). The adolescent studies his local place, the town, the county, and the bioregion finding security and community awareness by experiencing engaged living through real work in the local community. This grounding combined with the study of other languages, cultures, and religions is the key to understanding the global society. [This article is based on the talk presented at the NAMTA conference titled "Fostering Montessori Preparedness for Global Citizenship" in Seattle, WA, November 13-16, 2014.]

Language: English

ISSN: 1522-9734

Bachelor's Thesis

TA: Pengembangan Desain Mainan Balok Montessori untuk Usia 3-6 Tahun Berkonsep Multiplayer (Studi Kasus: Albata Islamic Montessori Preschool)

Available from: Universitas Dinamika (Indonesia) - Institutional Repository

Asia, Australasia, Indonesia, Islamic education, Montessori method of education, Religious education, Southeast Asia

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Abstract/Notes: Perkembangan pada anak salah satunya adalah perkembangan motorik halus. Penguasaan motorik halus adalah salah satu yang penting bagi anak khususnya usia 3-6 tahun. Namun, tidak semua anak mempunyai kematangan yang sama untuk menguasai kemampuan motorik halus pada tahap yang sama. Perkembangan motorik halus pada anak salah satunya dipengaruhi faktor eksternal yaitu lingkungan. Metode pembelajaran Montessori merupakan salah satu metode yang mementingkan penyediaan lingkungan yang sesuai dengan tahap perkembangan anak. Penyediaan lingkungan yang sesuai diwujudkan melalui berdirinya sekolah-sekolah dengan metode pembelajaran Montessori, termasuk Albata Islamic Montessori Preschool. Bedanya, kelas di sekolah yang menggunakan Metode pembelajaran Montessori tidak mengelompokkan anak berdasarkan umur agar anak bisa saling mengajarkan dan bersosialisasi dengan baik, membentuk jiwa kepemimpinan anak, tanggung jawab dan kemandirian. Selain itu dalam metode ini, digunakan alat permainan edukatif yang sesuai dengan tahap perkembangan anak. Berdasarkan penjelasan diatas, dibutuhkan sarana pembelajaran motorik halus berupa mainan montessori yang dapat dimainkan anak usia 3-6 tahun secara bersama-sama atau multiplayer. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif, data bersumber dari observasi, wawancara dan studi literatur. Salah satu mainan Montessori yang umum digunakan untuk melatih motorik halus adalah mainan balok. Perbedaan mainan balok yang dikembangkan peneliti dibanding penelitian serupa sebelumnya yaitu dalam segi fungsi dan cara bermain. Sementara material menggunakan kayu dengan finishing yang menyesuaikan fungsi yaitu HPL putih glossy digunakan untuk menggambar, menulis pada permukaan balok. Hasil penelitian berupa Mainan Balok Montessori multiplayer yang memiliki nilai kebaruan dari segi fungsi yaitu digunakan untuk melatih motorik halus khususnya aktifitas yang bersifat practical life dan dari segi cara bermain menggunakan konsep multiplayer yang sesuai dengan perkembangan psikologis usia 3-6 tahun.

Language: Indonesian

Published: Surabaya, Indonesia, 2022


The Effectiveness of Montessori Method Education on Visual-Motor Abilities of Students with Nonverbal Learning Disorders

Available from: Rooyesh-e-Ravanshenasi Journal (RRJ)

Publication: Rooyesh-e-Ravanshenasi Journal, vol. 10, no. 10

Pages: 133-144

Asia, Iran, Middle East, Montessori method of education, Montessori schools, South Asia

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Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

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