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Book

Studien zur Montessori-Pädagogik II: Maria Montessoris Neue Pädogogik: Prinzip Freiheit - Freie Arbeit [Studies on Montessori Education II: Maria Montessori's New Education: Principle of Freedom]

Europe

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Language: German

Published: Freiburg, Germany: Herder, 1987

Doctoral Dissertation

The New Education Fellowship and the Reconstruction of Education: 1945 to 1966

Available from: UCL

Educational change, Europe, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy

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Abstract/Notes: During the 1920s and 1930s, the New Education Fellowship (NEF), founded in 1919, established itself as an important international force for radical education and educational experimentation. Its membership was drawn from many different countries and included some of the most prominent progressive educators of that period. By 1945, however, the movement was experiencing international decline. Membership had fallen and in many countries the new educational network had ceased to exist. This situation was a result not only of the destruction of the new educational network in Europe during the Second World War, but also of the change in the outlook of educationists and reformers who sought new solutions to the problems of the reconstruction of society and education. The purpose of this study is to explore the NEF's importance as a disseminator of educational and political ideals after 1945 and its contribution to debates about the post-war reconstruction of education and society, using the considerable but currently little-researched material held at the Institute of Education, University of London. This thesis examines the NEF's network after 1945 and considers how far the NEF successfully extended its membership amongst school teachers and educationists at teacher training colleges. The NEF also sought to develop an international network. The international activities of the NEF, both through links with other organisations, for example, the United Nations Educational, Social and Cultural Organisation (UNESCO), and its membership in those countries where the NEF maintained branches are explored in order to gauge the success of the NEF as a movement with internationalist ambitions.

Language: English

Published: London, England, 2009

Master's Thesis (Action Research Report)

Effects of Peace Education and Grace and Courtesy Education on Social Problem-Solving Skills and Social Awareness

Available from: St. Catherine University

Action research, Grace and courtesy, Montessori method of education, Peace education

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Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Doctoral Dissertation (Ed.D.)

An Investigation of Montessori Education Efficacy versus the Traditional General Education Classrooms for Improved Achievement

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: Students who have attended Montessori pre-kindergarten and kindergarten appear to experience greater academic success than those who attend the general classroom. The purpose of this research was to examine what Montessori classrooms did differently than the general education classrooms and whether Montessori prepares students for greater academic success in elementary school. There is a vast amount of literature available on the impact of Montessori education on student achievement, but few comparison studies. The methodology for this research was causal comparative. Quantitative data was collected to ascertain the practices of Montessori classrooms to produce more academic success than that of the general education classroom. The purpose was to determine if students in a Montessori classroom will have higher academic success or if those in a traditional general education classroom setting will have higher achievement on the MAP reading and math assessment.

Language: English

Published: Central, South Carolina, 2023

Presentation

'Cosmic education', the Cornerstone of Montessori education

Conferences, Cosmic education, Eva-Maria Tebano Ahlquist - Speeches, addresses, etc.

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Language: English

Article

✓ Peer Reviewed

Una rivista internazionale per il movimento montessoriano: The Call of Education (1924-25) / An international journal for the Montessori Movement: The Call of Education (1924-25)

Available from: Hemeroteca Científica Catalana

Publication: Educació i Història: Revista d'Història de l'Educació, no. 40

Pages: 55-81

Maria Montessori - Biographic sources, Montessori method of education - History

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Abstract/Notes: The multilingual journal of the Montessori movement The Call of Education (1924-1925) marks a stage in the internationalisation of the method in the context of educational renewal between the wars. It was also the result of a mature Montessori associationism in the Netherlands. Through the profiles of the editors who flanked Montessori, J.L.C. Godefroy and G. Révész, it is possible to discern common dynamics in the pedagogical mobilisation of a bourgeoisie committed to early childhood education and some specific features that made Amsterdam a Montessori capital. / La revista multilingüe del movimiento Montessori The Call of Education (1924-1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori. / La revista multilingüe del moviment Montessori The Call of Education (1924-1925) marca una etapa en la internacionalització del mètode en el context de la renovació educativa del període d’entreguerres. Al mateix temps, és el resultat de la maduresa de les associacions Montessori als Països Baixos. A través dels perfils dels dos editors que treballen al costat de Montessori, J. L. C. Godefroy i G. Révész, és possible copsar algunes dinàmiques comunes de mobilització pedagògica d’una burgesia educadora i algunes característiques específiques que fan de la ciutat d’Amsterdam, una capital Montessori. / La revista multilingüe del movimiento Montessori The Call of Education (1924- 1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori.

Language: Italian

DOI: 10.2436/e&h.v0i40.150349

ISSN: 2013-9632, 1134-0258

Doctoral Dissertation (Ed.D.)

Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-Served Black Children

Available from: DePaul University - Digital Commons

African American children, Americas, Culturally responsive teaching, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, Social justice, United States of America

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Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice

Language: English

Published: Chicago, Illinois, 2022

Article

A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought / モンテッソーリ教育思想にみる神智学的パラダイム--シュタイナー教育思想との接点 / A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 39

Pages: 50-68

Montessori method of education, Theosophy, Waldorf method of education

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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Article

Why Montessori Education Needs Health Education

Publication: Montessori Leadership

Pages: 24–25

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Language: English

Book

Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

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