Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

561 results

Article

✓ Peer Reviewed

Montessori, Reggio Emilia ve Waldorf Okullarının İstanbul ili Örneğinde İncelenmesi / Investigation of Montessori, Reggio Emilia and Waldorf Schools in the Example of Istanbul Province

Available from: DergiPark Akademik

Publication: Uluslararası Beşeri ve Sosyal Bilimler İnceleme Dergisi [International Humanities and Social Sciences Review Journal], vol. 3, no. 2

Pages: 81-98

Asia, Comparative education, Middle East, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Turkey, Waldorf method of education - Criticism, interpretation, etc., Western Asia

See More

Abstract/Notes: Bu çalışmanın amacı alternatif okul olarak nitelendirilen düşünsel yapının Türkiye’deki uygulamalarını incelemektir. Alternatif eğitim, çocuğun mutluluğunu temel prensip olarak görme ve tüm sayıtlılarını bu prensip üzerine kurma gibi iddialarla karşımıza çıkmaktadır. Bu çalışmada alternatif okulları cazip kılan nedenler ve Türkiye’deki alternatif eğitim uygulamalarının aslına benzerlik ve farklılıkları incelmiştir. Araştırma nitel bir araştırmadır. Araştırma, İstanbul ilindeki Montessori, Reggio Emilia ve Waldorf yaklaşımını uygulayan eğitim kurumlarında görev yapan öğretmen ve idareciler ile yapılan görüşmeler şeklinde yapılmıştır. Bu amaca en uygun, yarı- yapılandırılmış görüşme formu hazırlanmıştır. Araştırmacının yaptığı gözlemlerde veri olarak kullanılmıştır. Araştırmada alternatif okullarda; okulun genel bilgilerine, öğretmenin görevlerine, sınıf yönetimine, uygulanan eğitim programına, çocuk gelişimine, veli-okul ilişkisine, okul yönetimine ve eğitim modeline ilişkin bulgulardan faydalanılmıştır. Yapılan çalışma sonucunda alternatif okulda okuyan çocukların iletişim becerilerinin yüksek olduğu ortaya çıkmıştır. / The aim of this study is to examine the practices of the intellectual structure, which is described as an alternative school, in Turkey. Alternative education comes up with claims such as seeing the happiness of the child as the basic principle and establishing all its assumptions on this principle. In this study, the reasons that make alternative schools attractive and the similarities and differences of alternative education practices in Turkey are examined. The research is a qualitative research. The research was conducted in the form of interviews with teachers and administrators working in educational institutions that apply Montessori, Reggio Emilia and Waldorf approaches in Istanbul. The most suitable semi-structured interview form was prepared for this purpose. It was used as data in the observations made by the researcher. In the research, alternative schools; The findings related to the general information of the school, the duties of the teacher, classroom management, the applied education program, child development, parent-school relationship, school management and education model were used. As a result of the study, it was revealed that the communication skills of the children studying in the alternative school were high.

Language: Turkish

ISSN: 2667-8144

Article

The Fantastic Journey [Waldorf schools and Rudolf Steiner]

Publication: Montessori Courier, vol. 3, no. 5

Pages: 8–9

See More

Language: English

ISSN: 0959-4108

Article

Points of View [Rudolf Steiner and Waldorf Schools]

Publication: Montessori Courier, vol. 4, no. 5

Pages: 30–31

See More

Language: English

ISSN: 0959-4108

Article

✓ Peer Reviewed

Como o Currículo se Constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da Ponte? [How is the Curriculum Constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’?]

Available from: RSD Journal

Publication: Research, Society and Development, vol. 9, no. 8

Pages: Article e810986385

See More

Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

See More

Language: German

Published: Weinheim, Germany: Beltz, 1995

Edition: 3rd ed.

ISBN: 3-407-25140-8 978-3-407-25140-4

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

See More

Language: German

Published: Weinheim, Germany: Beltz, 1992

ISBN: 3-407-25140-8 978-3-407-25140-4

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

See More

Language: German

Published: Weinheim, Germany: Beltz, 1999

Edition: 4th ed.

ISBN: 3-407-25218-8 978-3-407-25218-0

Master's Thesis

Poučevanje tujih jezikov v montessori in waldorfskih šolah ter v vrtcih v Sloveniji / Fremdsprachenunterricht an Montessori und Waldorfschulen und Kindergärten in Slowenien [Foreign language teaching at Montessori and Waldorf schools and kindergartens in Slovenia]

Available from: Digital Library of the University of Maribor (DKUM)

Comparative education, Europe, Language acquisition, Montessori method of education, Montessori schools, Second language acquisition, Slovenia, Southern Europe, Waldorf method of education, Waldorf schools

See More

Abstract/Notes: Magistrsko delo se posveča alternativnim šolam in vrtcem v Sloveniji na primeru pristopov montessori in waldorf. Ti dve vrsti šol, ki so ju običajno ustanovili starši, postajata v Sloveniji v zadnjih letih vedno bolj priljubljeni. Namen magistrskega dela ju je primerjati in analizirati, torej podrobneje preučiti filozofiji waldorf in montessori šol, njun položaj v svetu in v Sloveniji ter znotraj tega njuno poučevanje tujih jezikov. V nadaljevanju magistrskega dela sledi opis izobraževanja za učitelje pri enem in pri drugem sistemu, torej waldorf in montessori. Navajamo tudi, kdo so znane osebnosti obeh šol in kaj o njuni teoriji, razlikah in podobnostih ter primerjavi z ustaljenim šolskim sistemom ugotavljajo mednarodne in domače raziskave. Sledi opis organiziranosti teh šol in vrtcev v Sloveniji. V empiričnem delu se ukvarjamo s podobnostmi in razlikami obeh šol. Skušamo odgovoriti na vprašanje, kakšno vlogo igrajo te alternativne šole v našem šolskem sistemu. Primerjalno opišemo tudi učne načrte obeh šol s poudarkom na področju poučevanja tujih jezikov. S pomočjo intervjujev in opazovanj pouka tujega jezika skušamo predstaviti sliko realnega šolskega življenja v teh alternativnih šolah. / Die vorliegende Magisterarbeit widmet sich Alternativschulen und Kindergärten, und zwar den Montessori- und Waldorfschulen in Slowenien. In Slowenien bekommen diese aus Elterninitiativen entstandenen Schulen in letzter Zeit neuen Schwung. Der Zweck der Magisterarbeit ist die Montessori- und Waldorfschulen gegenüberzustellen und sie zu analysieren, insbesondere im Bereich der Fremdsprachen. Zuerst befasst sich die Magisterarbeit mit der Montessori-Schule und ihrer Philosophie, ihrer Lage weltweit und in Slowenien und mit dem dort ausgeführten Fremdsprachenunterricht. Im Weiteren wird untersucht, wie man ein Montessori- oder Waldorf-Pädagoge wird, wer bekannte Montessori- oder Waldorf Personen sind und was die Forschung empfiehlt. Es folgt die Beschreibung der Organisation der Montessori- oder Waldorfschulen und Kindergärten im slowenischen Raum. Der empirische Teil befasst sich mit den Ähnlichkeiten und Unterschieden der beiden Alternativschulen. Der Frage, welche Rollen diese beiden Alternativschulen in slowenischem Schulsystem spielen, wird ebenfalls nachgegangen. Die Lehrpläne der beiden Schulen wurden verglichen, insbesondere im Bereich der Fremdsprachen. Mit den Interviews und den Unterrichtsbeobachtungen wird ein Bild des realen schulischen Lebens in beiden Alternativschulen dargestellt. [This master’s thesis is dedicated to alternative schools and kindergartens, namely the Montessori and Waldorf schools in Slovenia. In Slovenia, these schools, which were created from parents' initiatives, have recently been gaining momentum. The purpose of the master’s thesis is to compare the Montessori and Waldorf schools and to analyze them, especially in the field of foreign languages. First, the master’s thesis deals with the Montessori school and its philosophy, its situation worldwide and in Slovenia and with the foreign language teaching carried out there. It also examines how to become a Montessori or Waldorf teacher, who are known Montessori or Waldorf people and what research recommends. The following is a description of the organization of the Montessori or Waldorf schools and kindergartens in the Slovenian region. The empirical part deals with the similarities and differences between the two alternative schools. The question of what roles these two alternative schools play in the Slovenian school system will also be investigated. The curricula of the two schools were compared, particularly in the field of foreign languages. With the interviews and the observation of lessons, a picture of the real school life in both alternative schools is presented.]

Language: Slovenian

Published: Maribor, Slovenia, 2017

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

See More

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

See More

Language: German

Published: Weinheim, Germany: Beltz, 1994

Edition: 2nd ed.

ISBN: 3-407-25140-8 978-3-407-25140-4

Advanced Search