Abstract/Notes: This is the proceedings of the AMI International Study Conference, which took place July 19-24, 1994, in Washington, DC.

Language: English

Published: Rochester, New York: AMI/USA, 1995

Language: English

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

Abstract/Notes: Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in

Language: English

Published: Canberra, Australia, 1985

Language: English

ISSN: 0010-700X

Abstract/Notes: The paper referenced here is reportedly contained within the Louise D. Boyle Papers at the National Baha'i Archives (USA).

Language: English

Abstract/Notes: This chapter looks at the consolidation of progressive education in Spain during the first third of the twentieth century and aims to unpack the question of its annihilation by the Franco regime during the civil war and the early period of the dictatorship. It starts by showing the consolidation of an active and influential pedagogical vanguard that had clear influence on the education system during the Second Republic. It then traces signs of continuity in this educational movement after the establishment of the Franco regime by classifying this evidence into three categories: utilization, undercurrent adaptation, and resistance. This chapter concludes by looking at the complexity of education during the early Franco regime, highlighting the coexistence of a school culture forged before the civil war with ideas and practices identified with National Catholicism introduced by the dictatorship. By presenting this complexity, this chapter challenges a widely accepted vision concerning the total educational backlash that came in the wake of the establishment of the dictatorship.

Language: English

Published: New York, New York: Taylor & Francis, 2024

ISBN: 978-1-00-341435-3

Language: English

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

Abstract/Notes: A presente Dissertação de Mestrado, O projeto do espaço educativo - O Kindergarten na génese da escola contemporânea de Herman Hertzberger, propõe uma análise e uma reflexão dos espaços escolares projetados pelo oarquiteto holandês Herman Hertzberger (1932- ), entre 1960 e 2007. No conjunto de obras analisadas, foram destacados alguns temas projetuais caraterísticos dos espaços escolares. Estes temas encontram a própriaorigem no modelo educativo desenvolvido pela médica italiana Maria Montessori (1879-1952) no início do século XX. Nesse contexto, destacam-se os seguintes temas: 1) A polivalência da sala de aula, sendo um dos temas baseado no modelo montessoriano e de relevância nas obras do arquiteto; 2) A função distributiva e social do espaço central, assemelhando-se à piazza de Malaguzzi (1920-1994), com influências de Froebel (1782-1852); 3) A ideia de "learning street" do corredor, assumindo-se como um espaço flexível. O estudo destes temas, entre outros, tornou-se essencial para a compre ensãodas escolas de Herman Hertzberger e, consequentemente, da sua obra em geral. [This Master Thesis proposes an analysis and a reflection of school spaces designed by Dutch architect Herman Hertzberger (1932- ), between 1960 and 2007. The set of works analyzed were assigned some design themes with typical interest in school spaces. These themes have origin in the educational model developed by Italian doctor Maria Montessori (1879-1952) at the beginning of the 20th century. In this context, stands out the following themes: 1) The versatility of the classroom, one of the themes based on the educational model proposed by Maria Montessori and one of the most relevant themes in the architect's work; 2) The distributive and social functions of the central space, similar to the piazza of Malaguzzi (1920-1994), with influences from Froebel (1782-1852); 3) The idea of "learning street" of the corridor, becoming a flexible space. The study of these subjects, among others, was essential to understand Herman Hertzbergers' schools and, consequently, his work in general.]

Language: Portuguese

Published: Porto, Portugal, Nov 15, 2016

Abstract/Notes: In Part I, Parker’s research highlights what helps parents to become competent observers and how this benefits the parent/child relationship. Part 2 focuses on four ideas about change and their sources.

Language: English

ISSN: 0519-0959

Language: English

ISSN: 1522-9734