Abstract/Notes: Urban schools are becoming increasingly linguistically diverse. However, principals are not adequately prepared to address linguistic variation, and in particular, issues related to African American Language (AAL). This study explores the language ideological voices of urban school administrators. Focus group sessions were conducted with 15 administrators of predominantly African American schools about the function of AAL in their students’ lives. Participants demonstrated variation in views toward AAL and struggled to name the language. These discussions were mediated by multiple, even competing, language ideologies, as they attempted to converse about the use of AAL in schools.

Language: English

DOI: 10.1177/0042085920959136

ISSN: 0042-0859

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1522-9734

Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

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: 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

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

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: Herman Hertzberger pertenece a ese grupo de arquitectos que, desde comienzos del siglo XX hasta nuestros días, han entendido el binomio arquitectura–pedagogía como indisoluble, como dos disciplinas complementarias en el proceso de aprendizaje que recrean un modelo de sociedad y, por ende, del espacio donde esta se desarrolla. Hertzberger entiende la arquitectura como instrumento pedagógico y como oportunidad esencial para la configuración de un espacio de relación. Su obra nos desvela una preocupación máxima por el usuario, por los valores colectivos, en un entendimiento de la arquitectura como soporte de libertad, cuyo antecedente inmediato fue el ideario de su maestro Aldo van Eyck. Pero es en su arquitectura escolar donde esto se observa de forma más radical. A través de los numerosos proyectos realizados vinculados a la educación, se recorren todas las etapas de aprendizaje del hombre desde la infancia hasta la universidad, en los cuales se desarrolla un amplio repertorio de estrategias proyectuales vinculadas a la Escuela Activa como modelo de aprendizaje y más concretamente al Método Montessori. Su dilatada obra vinculada a la enseñanza le permite ensayar en todos los registros posibles la idea de un edificio como ciudad, difuminando los límites entre espacios privados y públicos en todas las escalas entre la escuela y su entorno, en un recorrido que va del aula a la ciudad. [SUMMARY Herman Hertzberger belongs to a group of architects that understand the architecture-pedagogy binomial as indissoluble. Ever since the beginning of the 20th Century, they have embraced the complementarity of these two disciplines in the educational world, and have revealed the way architecture and pedagogy collaborate through the recreation of a model for society and therefore influence the place where education takes place. In this context, Hertzberger understands architecture as a pedagogical tool as well as an opportunity for the configuration of a space for interaction. Hertzberger´s work confirms a commitment with the child as the centre of the learning process. Moreover, the architect demonstrates major interest in collective values, together with an understanding of architecture as a basis-foundation for freedom. His direct precedents are the ideas of his teacher, Aldo van Eyck. However, it is in his educational architecture where these can be radically observed. The numerous projects that he has designed cover all the phases of the educational process: from those of early childhood to university studies. In these projects he has developed a wide repertoire of design strategies linked to the Active school and the Montessori Method. His extensive work allows him to try out the full scope of the idea of a building being like a city, by blurring the limits between public and private space, the school and its environment, in a journey that crosses from the classroom to the city.]

Language: Spanish

DOI: 10.12795/ppa2017.i17.07

ISSN: 2173-1616