Abstract/Notes: An autobiographical account of Peter Hesse's work in Haiti, Trinidad, and other Caribbean nations to implement Montessori education programs.

Language: English

Published: Erkrath, Germany: Peter-Hesse-Stiftung, 2008

ISBN: 978-3-9811650-2-9

Language: English

Published: Madison, Wisconsin: University of Wisconsin Press, 2021

Edition: 1st edition

ISBN: 978-0-299-33310-2

Series: George L. Mosse Series in the History of European Culture, Sexuality, and Ideas

Abstract/Notes: Artykuł stanowi sprawozdanie z badania jakościowo – biograficznego zrealizowanego wśród dwóch grup uczestników biorących udział w kursach Montessori. Podstawowym celem badania była analiza znaczeń nadawanych zmianie. Pytanie badawcze sformułowano następująco: Jak uczestnicy kursu Montessori (6-12) tematyzują swój proces transformacji?  Artykuł podejmuje kwestię zmiany edukacyjnej w kontekście wiedzy milczącej oraz teorii osobistych a następnie opisuje procedurę gromadzenia i analizy danych z dwudziestu pięciu pogłębionych, jakościowych wywiadów indywidualnych, które następnie poddano analizie zgodnie z opisanymi przez Kvale siedmioma krokami. W rezultacie analiz udało się zidentyfikować i opisać dwie główne kategorie: radykalną transformację oraz korektę biograficzną. W końcowej części artykułu autor, w kontekście zebranego materiału zwraca uwagę na ograniczone możliwości narzucania zmiany w edukacji i – podążając za głosami uczestników badania rekomenduje pożądane warunki do zaistnienia potencjalnych zmian: tworzenie nauczycielom warunków wolności do podejmowania decyzji i tworzenia autorskich rozwiązań dydaktycznych, demokratyzacja sfery związanej z edukacją oraz wspieranie poczucia godności wśród nauczycieli.

Language: English

DOI: 10.35765/eetp.2023.1868.05

ISSN: 2353-7787

Abstract/Notes: The purpose of this dissertation is the presentation of an experience of "change agentry" deriving from the exposition of four field efforts, in the light of a number of theoretical constructs dealing with change. A social movement, the American Montessori effort, found as its expression the development of a national society, while the ANISA model, a research and development model of educational change transformed a public elementary school in Maine. The culturally accomodated insights of Maria Montessori were translated into public and parochial elementary educational practices in Children's House, Cincinnati Public Schools, and St. Mary’s School, Hamilton, Ohio.

Language: English

Published: Amherst, Massachusetts, 1977

Abstract/Notes: Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public Montessori schools, this approach remains in the niche, or boutique, versus the big box of standards education. In this case study, teachers from a large standards-based school in transition to becoming a public Montessori school answered self-reflective survey questions and were observed in their classrooms to verify their responses. Using this approach, the teachers' practice and reflections were compared and contrasted against the teachers' proclaimed continuum for balancing the dual curriculums of Montessori and Standards-based instruction. Twelve teachers were then interviewed and observed to examine their ability to change. The descriptive feedback from these teachers gave insight into the challenges and successes of implementing complex instructional change. Among significant findings was that some teachers in a short time were able to successfully balance the two curriculum mandates. This study's results revealed that given a complex criteria of support, motivated and experienced teachers could implement this change. This study opens the possibility that under certain circumstances, Montessori boutique education could be replicated in a public Big Box way.

Language: English

Published: Greensboro, North Carolina, 2013

Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991

Language: English

ISSN: 1522-9734

Abstract/Notes: Discusses the role of the Learning through Landscapes organization in Britain, which emphasizes the importance of suitable school grounds and gardens for the effective environmental education of children. Also discusses briefly how school grounds can be used in geography, science, mathematics, and physical education instruction. (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: Montessori Training Center of Minnesota expansionand outreach project

Language: English

ISSN: 1522-9734

Abstract/Notes: Defines a new leadership in education, which recognizes the comprehensive nature of change in the public school system to meet the educational needs of all children, especially disadvantaged and minority children, in a global economy. Maintains that Montessori education is uniquely prepared to lead public school reform. (BB)

Language: English

ISSN: 1522-9734

Language: German

Published: [S.I.]: Herder, 1995