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Article
Mme. Montessori, Famous for Her New System of Education for Children, Addressing 5,000 Teachers at Los Angeles [Photo]
Available from: ProQuest
Publication: New York Times (New York City, New York)
Date: Aug 1, 1915
Pages: RP3
Adelia McAlpin Pyle - Biographic sources, Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), North America, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-California Exposition (1915-1916, San Diego, California), United States of America
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Abstract/Notes: Photo of: Mme. Montessori, Famous for Her New System of Education for Children, Addressing 5,000 Teachers at Los Angeles - She is speaking in Italian, which Miss Adele McAlpine Pyle of New York City is rapidly translating into English. The photo actually depicts Maria Montessori and Adelia McAlpine Pyle delivering a speech in San Diego at the Panama-California Exposition at the Spreckels Pavilion.
Language: English
ISSN: 0362-4331
Article
A New World for a New Humanity: "Education for Peace"
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 9
Date: Nov 2002
Pages: 6
AMI/USA National Conference (July 2002), Americas, Conferences, North America, United States of America
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Abstract/Notes: AMI/USA Conference, July, 2002
Language: English
Article
Caring for Our Children by Caring for Ourselves
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 21, no. 2
Date: Winter 2009
Pages: 8
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Language: English
ISSN: 1071-6246
Article
Discursos Sobre a Emergência da Educação da Infância Formal em Portugal (1880-1950) [Discursos Sobre la Emergencia de la Educación Formal de los Niños en Portugal (1880-1950) / Discourses on the Emergence of Children's Formal Education in Portugal (1880-1950) / Discours Sur l'Émergence de l'Éducation Formelle des Enfants au Portugal (1880-1950)]
Available from: Associação Sul-Rio-Grandense de Pesquisadores em História da Educação
Publication: Revista História da Educação, vol. 23
Date: 2019
Pages: Article e85647
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Abstract/Notes: Neste artigo busca-se uma compreensão das ideias sobre a educação da segunda infância em Portugal, entre finais do século XIX e meados do seguinte. Compulsaram-se um conjunto de revistas de educação publicadas em Portugal. A análise detetou tendências e nuances do processo de modernização pedagógica. Certos autores defendem o ambiente familiar como o mais adequado para a educação da infância, destacando a mulher como mãe e educadora, outros denunciam a sua impreparação, advogando a sua formação e sustentavam a conveniência da educação de infância em instituições, segundo as modernas propostas pedagógicas. Estes últimos tenderam a manifestar posicionamentos idênticos aos que se expressam em outros países europeus sobre os modelos pedagógicos direcionados especificamente à segunda infância.
Language: Portuguese
ISSN: 2236-3459
Book Section
Die "New Educational Fellowship" - ein Forum der internationalen Reformpädagogik [The New Education Fellowship: An International Forum for Progressive Education]
Book Title: Die Reformpädagogik auf den Kontinenten: ein Handbuch [Progressive Education Across the Continents: A Handbook]
Pages: 191-204
Educational change, New Education Fellowship, New Education Movement, Progressive education - Criticism, interpretation, etc.
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Language: German
Published: Frankfurt am Main, Germany: P. Lang, 1994
ISBN: 978-3-631-47463-1
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 43
Article
Helpful Hints: Information for Parents of Children Who Are Beginning Elementary for the First Time
Publication: The National Montessori Reporter
Date: 1991
Pages: 15
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Language: English
Article
Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries
Available from: SAGE Journals
Publication: Educational Researcher
Date: Feb 14, 2024
Pages: Article 0013189X241227445
Comparative education, International baccalaureate - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., Students, Teachers
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Abstract/Notes: This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.
Language: English
DOI: 10.3102/0013189X241227445
ISSN: 0013-189X
Article
A Rationale for: A Circle Game as a Means for Teaching Graphing
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 6, no. 4
Date: Fall 1979
Pages: 16–24
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Language: English
ISSN: 0010-700X
Book Section
La Formation des Jardinières d’Enfants, une Institutionnalisation Conflictuelle (1910-1931) [The Formation of Kindergartens, an Institutional Conflict (1910-1931)]
Available from: OpenEdition Books
Book Title: Éduquer dans et hors l’école: Lieux et milieux de formation. XVIIe-XXe siècle
Pages: 171-183
Europe, France, Western Europe
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Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]
Language: French
Published: Rennes, France: Presses Universitaires de Rennes, 2018
ISBN: 978-2-7535-5561-7
Series: Histoire
Article
Die Praktische Konzeption der Montessori-Padagogik im Bereich der Erziehungsforderungsorganisation im Hinblick auf integrative Forderung (Montessori-Modell als eine integrative Forderung) / 통합 교육을 중심으로한 교육체제 조직면에서의 Montessori교육의 실제적 개념(통합교육으로서의 Montessori 모델) / A Practical Concept of Montessori Education in Terms of Organizing an Education System Centered on Inclusive Education (the Montessori Model as Inclusive Education)
Available from: RISS
Publication: 再活科學硏究 / Journal of Rehabilitation Science, vol. 9, no. 1
Date: 1991
Pages: 33-46
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Language: German
ISSN: 1225-9799