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816 results

Article

Moment of Peril: Adult Control [answer]

Publication: Montessori Observer, vol. 20, no. 3

Pages: 3

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Language: English

ISSN: 0889-5643

Article

Moment of Peril: Adult Control [question]

Publication: Montessori Observer, vol. 20, no. 2

Pages: 3

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Language: English

ISSN: 0889-5643

Article

Moment of Peril: Fight for Control [answer]

Publication: Montessori Observer, vol. 20, no. 1

Pages: 3

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Language: English

ISSN: 0889-5643

Article

Montessori Accreditation: Issues of Power, Control and Fear in Teacher Certification

Publication: Montessori Observer, vol. 24, no. 1

Pages: insert

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Language: English

ISSN: 0889-5643

Article

Controlling the Adult Personality

Publication: Montessori Observer, vol. 12, no. 3

Pages: 2-3

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Language: English

ISSN: 0889-5643

Doctoral Dissertation (Ph.D.)

The Nature of Teacher Control and Children's Freedom in a Child-Centered Classroom

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: This dissertation explores the meanings of child-centeredness in early childhood education (ECE), by examining the interrelationship of theory and praxis. This study included theories which underpin the concept of child-centeredness for current ECE teachers, including Piaget's and Vygotsky's child development theories and Dewey's and Montessori's educational philosophies. While these theories all advocate the importance of children's individual interests and needs in education, they diverge somewhat in their perspectives about the teacher's role in education. From these theoretical divergences arises a central question about the idea of child-centeredness: what is the nuanced relationship between teacher control and children's freedom? This study was conducted in a public kindergarten and based on interviews designed to elicit information concerning a teacher's pedagogical philosophy, and on observation of her classroom over a period of three months. The results of this study showed high teacher control and high children's freedom in a holistic teaching process. Teacher control and children's freedom were not exclusive of one another: children's freedom was defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constraints. Findings may offer some insights helpful to those who have struggled with the tension between teacher control and children's freedom in the context of critical and progressive pedagogy. Adopting multiple theories and reflecting upon or adapting them in order to meet individual children's needs embodies Dewey's advocacy of the intellectual responsibilities of teaching, which value “interaction” and “continuity” in the teaching process.

Language: English

Published: Bloomington, Indiana, 2004

Article

✓ Peer Reviewed

The Tension Between Teacher Control and Children's Freedom in a Child-Centered Classroom: Resolving the Practical Dilemma Through a Closer Look at the Related Theories

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 35, no. 1

Pages: 33-39

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Abstract/Notes: This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky, Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”, which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s freedom in the context of progressive and critical pedagogy.

Language: English

DOI: 10.1007/s10643-007-0166-7

ISSN: 1082-3301, 1573-1707

Master's Thesis (M.A.)

Educational Philosophies and Locus of Control in Homeschooling and Schooling Parents

Available from: University of British Columbia - Open Collections

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Abstract/Notes: Three groups of parents, ten who had chosen to homeschool their children, and twenty public school parents, ten who had sent their children to the Montessori program and ten who had sent their children to the regular program completed three locus of control measurements and a Q-sort on educational beliefs. Twelve parents were later interviewed. Homeschooling parents were found to feel more in control of their children's destiny and less controlled by chance and powerful others than were schooling parents. Montessori parents felt less controlled by chance than traditional parents. There were no differences in measures of internality. Results of the Q-sort indicated that subjects did not fall into readily identifiable liberal, moderate and conservative groups. The Q-sort, in fact, yielded four factors, one liberal factor focusing on 'self-actualization', one factor focusing on moral development and good citizenship, and one focusing on a challenging academic curriculum. The fourth factor was similar to the self-actualization factor but slightly more conservative. Factor I was comprised primarily of homeschoolers and Montessori parents, Factor II of only 'Christian' homeschoolers, Factor III of Montessori and traditional parents and Factor IV of traditional parents only. Interviews suggested that homeschooling parents were well-informed about child development and education while Montessori and Factor III traditional parents were well informed about child development.

Language: English

Published: Vancouver, Canada, 1989

Archival Material Or Collection

Box 15, Folder 19 - Notes, ca. 1929-1948 - "Discipline/ Obedience/ The Will/ Concentration/ Control of Error"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Article

Control of Error

Publication: Montessori Observer, vol. 10, no. 5

Pages: 2-3

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Language: English

ISSN: 0889-5643

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