Abstract/Notes: See heading, Studying Abroad, which discusses measures the Government of India have taken to prohibit students from going to foreign countries for certain courses of study, particularly in non-technical subjects, for which there are are adequate facilities in this country. To the list of these courses the Government has now rightly added the Montessori method of education. A training in this method can be easily had in this country..."

Language: English

Abstract/Notes: 1 videocassette (VHS, 44 min.)

Runtime: 44 minutes

Language: English

Published: London, n.d.

Abstract/Notes: Original on page 5, amended on insert

Language: English

ISSN: 0519-0959

Abstract/Notes: The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon. The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues. The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.

Language: English

Published: Montreal, Quebec, Canada, 2002

Abstract/Notes: Compared the frequencies of peer and adult social interactions, the mean durations of social interactions, and the amounts of negative behaviors of 3-, 4-, and 5-yr-old children of both sexes (N = 131) in a Montessori nursery school, a university laboratory preschool, and a parent cooperative nursery school. The total amount of social interaction, the amount of peer interaction, and the duration of the average social interaction increased with age. The Montessori Ss differed from the Ss in the other 2 schools in amount of peer interaction and in duration of the average interaction in the same direction as older Ss differed from younger Ss. This finding suggests that teacher ratio and age distribution factors enhance the development of social interaction skills in Montessori nursery school children.

Language: English

ISSN: 0277-9064

Language: English

ISSN: 0277-9064

Abstract/Notes: Ce texte décrit un différend opposant, au début de l’internationalisation de la pédagogie montessorienne (1913), Pierre Bovet, alors directeur du tout jeune Institut Jean-Jacques Rousseau, et Maria Montessori. Il propose la notion de « diffraction » pour décrire, lorsqu’une pédagogie se diffuse, les effets de pertes, de dilution des intentions ou des pratiques, voire les déviations de la pensée initiale, pour saisir la nature et les contenus des transferts et des resémantisations à l’œuvre. Ce texte fait ainsi l’hypothèse que ce différend a contribué à l’internationalisation spécifique de la pédagogie Montessori, hors des canaux genevois et à distance de l’Éducation nouvelle. Mais il insiste également sur la place que doivent prendre les pratiques concrètes pour considérer, y compris du point de vue de l’historien, la diffusion d’une pédagogie. Quel statut donner à un mauvais passeur ou à un mauvais lecteur d’une pédagogie, c’est-à-dire à un passeur diffusant une pédagogie diffractée ? Jusqu’à quel point les pratiques – en particulier les pratiques montessoriennes, décrites comme « scientifiques » et non idéologiques ou philosophiques – sont-elles affectées par le contexte politique ou idéologique qui les porte – par exemple dans le cas du régime mussolinien ? Jusqu’à quel point le pédagogue doit-il ou peut-il cadrer la diffraction, et comment l’historien peut-il considérer pratiquement cette question? [This text describes a contention between Pierre Bovet (director of the Jean-Jacques Rousseau Institute, in Geneva) and Maria Montessori, at the beginning of the internationalization of this pedagogy (1913). It suggests the notion of «diffraction» in order to describe the effets of loss, dilution or deviation of intentions or practices, when a pedagogy is diffused. The «diffraction» aims to get the nature and the contents of the «transfers» and the resemantizations at work in this case. This text puts forth the hypothesis that this contention contributes to the specific internationalization of Montessori pedagogy, apart from genevese and New Education networks. But this texte emphazises on the place of concrete practices in the diffusion of a pedagogy. What kind of status can be given to a bad importer of a pedagogy – that is to say, an importer who broadcasts a diffracted pedagogy? The practices are they affected by the political or ideological context which receives a pedagogy? On this point, the Montessori pedagogy presents itself as « scientific » and without ideology. So how can we understand this specificity, espacially in the mussolinian context, in the 1930’s? Has the pedagogue to control the diffraction – and how – and how can the historian consider this problem?]

Language: French

Published: Neuchâtel, Switzerland: Editions Alphil-Presses Universitaires Suisses, 2020

ISBN: 978-2-88930-322-9

Abstract/Notes: Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and receiving each interaction, the number of children in each age group who initiated interactions to the teacher, and the number of children in each age group who were present in the classroom. Interactions were classified as dominant, submissive, or neutral. Results indicate: (1) older children tended to initiate proportionately more interactions when three ages were grouped together, but not when only two ages were grouped together; (2) children of one age did not dominate the teacher's attention; (3) interaction within age groups was high and interaction between age groups was low when three age groups were present, but not when two age groups

Language: English

Published: Arlington, Virginia: American Association of School Administrators, Feb 1980

Abstract/Notes: The purpose of this study was to implement a transition-to-school program and evaluate its impact on parent involvement and teacher satisfaction. This action research study was conducted in a toddler and early childhood program at a Montessori school. This study involved teachers, administrators and parents. Prior to implementation of the transition-to-school program, a transition focus group was convened among teachers and administrators. In addition, data from previous years on parent attendance and involvement were gathered to measure any changes following implementation. The transition-to-school program was developed from feedback offered by teachers and administrators, and field research. After the transition to school program was constructed, implementation procedures were introduced to administrators, teachers and parents. Following implementation, evaluative surveys were administered to assess the impact of the program. The results of the research demonstrated that teachers, administrators and parents viewed the program favorably. The results show that the transition to school program positively impacted parent involvement and teacher satisfaction.

Language: English

Published: St. Paul, Minnesota, 2013

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