Language: German

ISSN: 0944-2537

Language: English

Abstract/Notes: Reviewed in Communications 2008/1 // In her dissertation she analyses the efforts of New Education in her home country and compares them to European reform approaches. In this context she analyses and evaluates a large amount of written documents and adds to her literary research especially for the ten alternative schools her own studies at these schools and interviews with the educationalists/teachers responsible. One of the analysed schools was a Montessori school, another one was a Waldorf school. The survey communicates interesting insights and findings about school development in an increasingly democratising Asian country that is scarcely considered in Germany.

Language: English

Published: Münster, Germany, 2005

Language: Dutch

Language: English

Published: Leiden, The Netherlands: Brill, 2021

ISBN: 978-90-04-50602-2

Series: Arts, creativities, and learning environments in global perspectives

Abstract/Notes: The purpose of this study was to compare and contrast teacher roles in two early childhood education settings—a U.S. Montessori preschool and a traditional Saudi public preschool—and to examine the philosophical, cultural, and theoretical influences on those roles. Cognitive constructivism, social constructivism, and multi-cultural theories were used as a research framework. Data was collected from the two teacher cases in their respective settings through classroom observations, in-depth interviews, and lesson plan/student assessment documents. The study’s findings showed that the roles of a U.S. Montessori preschool teacher and the roles of a Saudi traditional preschool teacher are generally much the same. Though the contexts and the surrounding national cultures and educational philosophies contrast significantly, the work of an early childhood teacher can be summarized in five categories which were consistent between data contexts: academic instruction, relationship with students and other adults, personal and professional development, behavioral management, and environmental preparation. Complementing this general role similarity between contexts, however, was the contrast in aspects of these roles between the two case teachers: the degrees of their attention to their roles, their efforts to perform these roles with excellence, and their application of their philosophies within their particular preschool settings and national cultures. Internationally, ECE programs need clarity about teachers’ responsibilities and a greater awareness of the cultural and philosophical influences on preschool teachers’ work.

Language: English

Published: Kent, Ohio, 2017

Abstract/Notes: Despite the accomplishments of the Civil Rights movement, students from racially and socioeconomically marginalized communities continue to attend schools whose climates are hostile to their needs — educators have made students argue the “pros and cons” of imperialism, disproportionately punished their BIPOC students, and failed to challenge the racism that Black students endure (“Stories,” n.d.). Unfortunately, there is no one-size-fits-all solution that integrated schools can adopt to ensure all students feel welcomed, respected, and heard. Through interviews, survey data, and classroom observations, this capstone identifies school climate needs, namely as they pertain to resources, relationships, and restorative disciplinary practices, at one integrated PreK3-8 school, Elm City Montessori School (ECMS) in New Haven, Connecticut. This capstone concludes that while ECMS effectively honors and celebrates its diversity, the school should evaluate the allocation of curricular resources, build stronger ties to the New Haven community, and proactively support student mental health. The findings suggest that the ECMS should, in addition to adopting other reforms, invest more in LGBTQIA+ books and work alongside local advocacy groups to help achieve these goals. While this capstone is not generalizable, its findings show that all integrated schools must continue to critically assess if diversity within their buildings translates into a welcoming or hostile space.

Language: English

Published: New Haven, Connecticut, 2023

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0959-4108