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Book

Studien zur Montessori-Pädagogik I: Maria Montessori und die "reform-pädagogische Bewegung" [Studies on Montessori Education I: Maria Montessori and the "New Education Movement"]

Europe, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, New Education Movement, Theosophical Society, Theosophy

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Language: German

Published: Freiburg, Germany: Herder, 1986

ISBN: 978-3-451-20919-2

Document

Official Program, Fifty-Third Annual Convention, National Education Association and Third International Congress on Education, Oakland, California, August 16 to 28, 1915 [program]

Americas, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Montessori Congress (Oakland, California, 1915), National Education Association (NEA), North America, United States of America

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Abstract/Notes: Includes information about all the sessions at the conference. Information regarding Montessori includes: 1. Katherine Moore, teacher of the Montessori classes in the public schools of Los Angeles and a graduate of the first class of Dr. Montessori, will conduct a demonstration Montessori class each forenoon [morning] from nine to twelve o'clock during the session of the National Education Association, in the Art Room, City Auditorium [Oakland Municipal Auditorium]. The model furniture will be furnishhed by Louise Brigham the inventor of box furniture, New York, N. Y. Teachers are invited to observe this class. (see p. 6-7) 2. General Sessions - International Congress on Education - Meetings in City Auditorium - August 16, 1915 - Afternoon Session, 2:30 O'Clock - "The Montessori System" by Maria Montessori (see p. 13). 3. Departmental Congress on Kindergarten Education - Sessions in Auditorium Theatre - August 17, 1915 - Afternoon Session, 2:30 O'Clock (Joint Session with the International Kindergarten Union) - "Imagination" by Maria Montessori (see p. 15). 4. Departmental Congress on Elementary Education - Sessions in City Auditorium - August 20, 1915 - Evening Session, 8:00 O'Clock - "Organization of the Intellectual Work in the School" by Maria Montessori (see p. 20). 5. Departmental Congress on Relationship Between the School and Co-operative Organizations - City Auditorium - August 23, 1915 - Evening Session, 8:00 O'Clock - "The Mother and the Child" by Maria Montessori, interpreted by Mariana Bertola, M.D. of San Francisco (see p. 25). 6. Montessori Congress - Sessions in Ballroom, Hotel Oakland - August 28, 1915 (see p. 42-43). This includes details regarding the itinerary for the Montessori Congress held in Oakland, 1915. The morning session began at 10:00 O'Clock and included: "Address of Welcome" by Philander P. Claxton (US Commissioner of Education, Washington, D.C.); "Possibilities and Opportunities of the Montessori Work for American Children" by E. L. Hardy (State Normal School, San Diego); "The Future of the Montessori School in America" by Arthur Chamberlain (Secretary, California Council of Education and California Teachers' Association, San Francisco); and "Address" by Maria Montessori. The afternoon session began at 2:00 O'Clock and included: "Round Table under the Auspices of the National Education Association and of the San Francisco Local Committee of Advisory Patrons" with David Starr Jordan (President, National Education Association, Stanford University, California) presiding over "Questions and Discussions by Leading American Educators and Dr. Montessori". The program indicates that the Round Table discussion was an invitation only affair - "Admission by Invitation".

Language: English

Published: 1915

Article

✓ Peer Reviewed

Maria Montessori and Embodied Education: Current Proposal in Preschool Education

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2

Pages: 149-163

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Abstract/Notes: The Montessorian proposal for childhood education appears highly modern and relevant in relation to the development of both motor skills and cognitive functions (Shivji, 2016;), strongly supported by neurosciences’ embodied theories (Roessingh, H. & Bence, M. 2018)), and the increasing wellbeing problem related to childhood (Pate et al, 2014; Ross, 2012). This review analyses Maria Montessori’s modern educational vision, in light of the emerging needs of today’s children. The contribution reviews existing literature focusing on body and movement, but connected with cognitive, emotional and well-being aspects, which are critical in preschool education, both for educators/teachers (Atli, 2016; Akkerman, 2014; Lillard, 2011), and for school reform policies (Lillard, 2019).

Language: English

DOI: 10.6092/issn.1970-2221/12195

ISSN: 1970-2221

Article

Review: Hundred Years of Montessori Education: A Chronicle of Montessori Education in Switzerland

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1

Pages: 85-87

Book reviews, Europe, Harald Ludwig - Writings, Switzerland, Western Europe

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Language: English

ISSN: 0519-0959

Article

✓ Peer Reviewed

Inclusive Education for Exceptional Children in Egypt and the US: Reforming Egyptian Inclusive Education System in Post-pandemic World

Available from: Knowledge E Publishing

Publication: Gulf Education and Social Policy Review (GESPR), vol. 3, no. 2

Pages: 318-344

Africa, Americas, Educational change, Egypt, Inclusive education, Middle East, Montessori method of education - Criticism, interpretation, etc., North Africa, North America, United States of America

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Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.

Language: English

DOI: 10.18502/gespr.v3i2.12617

ISSN: 2709-0191

Article

Colegio Montessori-Palau de Girona: Educación primaria - la educación cósmica [Colegio Montessori-Palau de Girona: Primary Education - Cosmic Education]

Publication: Cuadernos de Pedagogía, no. 455

Pages: 23-24

Cosmic education, Europe, Southern Europe, Spain

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Language: Spanish

ISSN: 0210-0630

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

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

Book Section

Montessori Education: Ecoliteracy, Sustainability, and Peace Education

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 545-552

Ecology, Experiential learning, Montessori method of education - Criticism, interpretation, etc., Sustainability

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Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

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