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617 results

Article

✓ Peer Reviewed

Individual Development Plans From a Critical Didactic Perspective: Focusing on Montessori- and Reggio Emilia-Profiled Preschools in Sweden

Available from: SAGE Journals

Publication: Journal of Early Childhood Research, vol. 9, no. 3

Pages: 247-261

Comparative education, Europe, Northern Europe, Scandinavia, Sweden

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Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.

Language: English

DOI: 10.1177/1476718X10389148

ISSN: 1476-718X

Article

✓ Peer Reviewed

A Child-Directed Music Curriculum in the Montessori Classroom: Results of a Critical Participatory Action Research Study

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 6, no. 1

Pages: 19-31

Action research, Americas, Montessori method of education, Music - Instruction and study, North America, United States of America

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Abstract/Notes: Maria Montessori strongly advocated for music learning to be fully integrated into the classroom; however, many Montessori classrooms are dominated by materials aimed at developing children’s visual sense. The purpose of this critical participatory action research (CPAR) study was to address this perceived learning disparity by developing and implementing a curriculum that is consistent with the Montessori approach, child directed, and focused on sound examination and music learning. We designed six shelf works and offered them, over the course of 6 CPAR cycles, to 20 3- to 6-year-old children attending a Montessori school. Findings from qualitative and quantitative data indicate that the children received the works positively, chose to engage with them, became more confident in their musical tasks over time, showed signs of deep concentration and attention, and demonstrated consistent performance across similar tasks related to perception and cognition. We conclude that the presence of these 6 curricular works began to disrupt the perceived learning disparity we identified; however, more can be done to understand and change the classroom practices that support that disparity.

Language: English

DOI: 10.17161/jomr.v6i1.10631

ISSN: 2378-3923

Article

Getting off the... Critical List

Publication: Montessori Yearbook

Pages: 21-25

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Language: English

Doctoral Dissertation (Ph.D.)

Critical Montessori Education: Centering BIPOC Montessori Educators and their Anti-Racist Teaching Practices

Available from: University of Maryland Libraries

Anti-bias, Anti-bias anti-racist curriculum, Anti-bias anti-racist practices, Anti-racism, Montessori method of education - Teachers, People of color, Teachers

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Abstract/Notes: While many BIPOC Montessori educators engage in anti-racist and culturally responsive teaching, Montessori education remains predominantly race-evasive. As a philosophy, it is rooted in colorblind perspectives in its focus on "all children" and lack of explicit centering of BIPOC students’ experiences. Teaching must account for race and racial lived realities in order to better support BIPOC students’ ways of knowing in culturally relevant and sustaining ways. This study seeks to center the voices of BIPOC Montessori educators and disrupt the pattern of Montessori research conducted without a critical racial lens. Framed by Critical Race Theory, this study focuses on the strengths, assets, and anti-racist teaching practices that one BIPOC educator brings to her classroom. I use critical ethnographic methods to better understand how a BIPOC Montessori teacher at a public charter Montessori school interprets and enacts the Montessori method to support BIPOC students. I consider how her racial identity informs her practices, and the structural barriers she faces at her school when enacting anti-racist and strength-based approaches. The guiding research questions of this study are: How does a Black Montessori teacher interpret the Montessori philosophy to more relevantly support her BIPOC students? How does she practice the Montessori method through culturally relevant and sustaining practices? What are the structural barriers that continue to challenge her as a Black educator doing her work? My analysis suggests that the teacher maintains her classroom space as a tangible and intangible cultural space that reflects and maintains her students' identities; that her own identity as a Black woman deeply contribute to the school's work around anti-racism and culturally responsive pedagogy; and that there are external barriers that both the teacher and the school face, that prevent them both from fully achieving culturally responsive teaching practices. At the core of the study, I seek to understand the possibilities and challenges of Montessori education from the perspective of BIPOC Montessori educators, and how we could learn from them to better support BIPOC students. I hope to begin a path toward more counter-stories in the Montessori community to specifically support BIPOC Montessori educators and understand the structural barriers they face to anti-racist teaching in Montessori programs in the United States.

Language: English

Published: College Park, Maryland, 2023

Doctoral Dissertation (Ph.D.)

Emotional Wellness in NM Early Childhood Educators: A Critical Constructivist Examination of Neoliberalism in Education Policy and the Influence of Neoliberal Policy on Educator Wellness

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.

Language: English

Published: Las Cruces, New Mexico, 2022

Article

Making Thinking a Part of the Environment

Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 3

Pages: 1–3

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Language: English

Article

Thinking Outside the Box: The Brain and Teacher Education

Publication: Montessori Life, vol. 12, no. 1

Pages: 36–37

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Abstract/Notes: Includes the Cone of Experience by Edgar Dale

Language: English

ISSN: 1054-0040

Article

Forging a Partnership: Rethinking Parent Education: Insights from the OMA Workshop with Patricia Oriti

Publication: Forza Vitale!, vol. 20, no. 2

Pages: 4–5

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Language: English

Article

Shaping the Future: New Educational Thinking

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1967, no. 1/2

Pages: 12–28

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Language: English

ISSN: 0519-0959

Article

Intuitive and Analytic Thinking

Publication: AMI Journal (2013-), vol. 2014-2015

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Abstract/Notes: Bruner assumes a reconciliatory position between structure and creativity, suggesting that ordered sequences can lead to discovery

Language: English

ISSN: 2215-1249, 2772-7319

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