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Article
Solución de Problemas: Estudio evaluativo de tres enfoques pedagógicos en las escuelas mexicanas [Problem-Solving: Evaluative Study of Three Pedagogical Approaches in Mexican Schools]
Available from: Universidad de Almería (Spain)
Publication: Revista Electrónica de Investigación Psicoeducativa / Electronic Journal of Research in Education Psychology, vol. 1, no. 2
Date: 2003
Pages: 79-96
Americas, Central America, Comparative education, Latin America and the Caribbean, Mexico, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Problem solving
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Abstract/Notes: Introduction: One of the most important goals of the Mexican educational system is that students, from primary education onward, acquire complex thinking skills such as "problem solving" and "creativity", among others. This paper describes how problem solving finds expression in three different pedagogical approaches in Mexico.Method: The design used is not an experimental type, since variables are observed in an existing situation without being deliberately manipulated. The design is also descriptive cross-sectional or transversal, since measurement is taken on a single occasion, obtaining the incidence of values manifest by the variable under study. Additionally it is performed with a mixed design type 6 X 1.Results: Results show how children from the Freinet school obtain the highest scores in both groups, and that the lowest scores correspond to the traditional public school. There are significant statistical differences between the different pedagogical approaches in regard to problem solving in their basic educational process.Discussion: A new educational model is required, one that takes into account all human potentialities in its programs, adapting human resources and necessary materials responsible for the educational process. It is indispensable to include educational content where problem-solving skills are exercised, taught and developed.
Language: Spanish
DOI: 10.25115/ejrep.2.111
ISSN: 1696-2095
Article
Creating Inclusive Communities Through Pedagogy at Three Elementary Schools
Available from: Taylor and Francis Online
Publication: School Effectiveness and School Improvement, vol. 24, no. 3
Date: 2013
Pages: 336-356
Article
The Montessori Method, Aboriginal Students and Linnaean Zoology Taxonomy Teaching: Three-Staged Lesson
Available from: Cambridge University Press
Publication: The Australian Journal of Indigenous Education, vol. 50, no. 1
Date: 2021
Pages: 116-126
Action research, Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania, Zoology education
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Abstract/Notes: This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.
Language: English
DOI: 10.1017/jie.2019.10
ISSN: 1326-0111, 2049-7784
Article
Possession in the Two and Three-Year-Old
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 4
Date: Fall 1986
Pages: 10
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Language: English
ISSN: 0010-700X
Article
Three Streams in Alternative Education: A Philosophical, Pedagogical, and Practical Comparison Between Democratic, Waldorf, and Montessori Education
Available from: European Journal of Alternative Education Studies
Publication: European Journal of Alternative Education Studies, vol. 6, no. 1
Date: 2021
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Abstract/Notes: This article examines the three most prominent movements of alternative education in Israel: Democratic education, Waldorf education, and the Montessori method of education. By comparing the educational approaches according to specific criteria, the goal is to provide the reader with as broad a picture as possible of their similarities and differences. The discussion focuses on the philosophical approach and general principles of each movement and does not aim to provide information or characteristics of specific educational institutions. One of the goals of the article is to bring before parents, educators, and policy makers knowledge of the different approaches so that they can understand and judge them with greater clarity.
Language: English
ISSN: 2501-5915
Article
Three- and Four-Year-Olds Completing 150-Piece Puzzles? Impossible!
Available from: JSTOR
Publication: Young Children, vol. 54, no. 5
Date: Sep 1999
Pages: 10-11
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Abstract/Notes: Documented strategies preschool children used in completing complex, multipiece puzzles, which included focus on color, design, or shape. Found that all children could benefit and enjoy working on larger puzzles in the classroom and that the activity encouraged social literacy, completing a long-term project, scaffolding, and child development. Suggests teachers use complex puzzles with children of all skill levels. (SD)
Language: English
ISSN: 0044-0728
Article
Philadelphia Pa. Firm Announces Acquisition Of Three Nursery Schools
Available from: ProQuest - Historical Newspapers
Publication: Philadelphia Tribune (Philadelphia, Pennsylvania)
Date: Dec 12, 1970
Pages: 17
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Abstract/Notes: American Education and Recreation Corporation (AERCO), a firm specializing in pre-school education and operating Montessori and nursery schools in...
Language: English
ISSN: 0746-956X
Article
Three Discussion Classes on "Ethical Theory and Practice"...
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jan 23, 1926
Pages: 46
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Language: English
ISSN: 0040-7887
Doctoral Dissertation
Individualization, differentiation, and personalization in mathematics in the Czech Republic through three different approaches: Scheme-oriented, Child-centred, and Undesignated / Individualizace, diferenciace a personalizace ve třech přístupech vyučování matematice na 1. stupni ZŠ v České republice - metoda budování schémat, pedocentricky orientovaná metodaa nevyhraněná metoda
Available from: Charles University Digital Repository (Czechia)
Comparative education, Czech Republic, Czechia, Eastern Europe, Europe, Mathematics education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The goal of the presented work was to determine whether and how individualization, differentiation, and personalization are utilized in the principles of the selected programs and in the teachers’ beliefs and practices in the teaching of mathematics at elementary school. In order to collect data, six teachers in the Czech Republic were selected with three different approaches to teaching– Scheme oriented approach, child–centred educational approach, and an undesignated mainstream approach. The basic concepts and all three selected approaches to teaching were defined in the theoretical part of the work. In the experimental part, episodes from interviews about beliefs and practices identified in teaching were interpreted within the context of characteristics of individualization, differentiation, and personalization. Practices such as the use of textbooks and homework assignments were specifically described. The study shows that teachers of a scheme-oriented approach and a child–centred educational approach use elements of individualization, differentiation, and personalization in their practices. Individualization appears in the teaching of the undesignated mainstream approach, but this approach does not contain aspects of differentiation and personalization. The analysis in all monitored areas of selected teachers indicates which of the characteristics prevail in individual teachers’ work and the approaches. The research confirmed that selected teachers in all three approaches (Hejny method, Montessori method and an undesignated) individualize, differentiate, or personalize to some extent. / Cílem předkládané práce bylo popsat, zda a jak jsou uplatňována individualizace, diferenciace a personalizace ve vybraných programech, jejich principech, učitelských přesvědčeních a praktikách ve výuce matematiky na prvním stupni základní školy. Za účelem sběru dat bylo vybráno šest učitelů se třemi odlišnými přístupy k výuce – výuka orientovaná na budování schémat, pedocentricky orientovaná metoda a nevyhraněný přístup hlavního vzdělávacího proudu v České republice. V teoretické části práce byly definovány základní pojmy a vymezeny všechny tři vybrané přístupy k výuce. V experimentální části byly na pozadí charakteristik individualizace, diferenciace a personalizace interpretovány epizody z rozhovorů o přesvědčeních a praktikách sledovaných při výuce. Z praktik bylo konkrétně popsáno užití učebnic a zadávání domácích úkolů. Ukázalo se, že učitelé ve výuce orientované na budování schémat i učitelé pedocentricky orientované metody využívají při výuce prvky individualizace, diferenciace i personalizace. U učitelů v nevyhraněném přístupu hlavního proudu se objevuje individualizace. Analýza ve všech sledovaných oblastech u vybraných učitelů naznačuje, které z charakteristik převažují u jednotlivých učitelů a přístupů (v Hejného metodě, montessoriovské metodě a nevyhraněném přístupu).
Language: English
Published: Prague, Czechia, 2023
Book Section
Between Public and Private. Sexuality and Maternity in Three 'New Women': Sibilla Aleramo, Maria Montessori and Linda Murri
Available from: Springer Link
Book Title: Italian Sexualities Uncovered, 1789–1914
Pages: 162-181
Linda Murri - Biographic sources, Maria Montessori - Biographic sources, Sibilla Aleramo - Biogrpahic sources
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Abstract/Notes: In Italy at the turn of the nineteenth century, the theme of sexual freedom, independent of procreation and starting a family, was virtually absent from the cultural and political debate. Only the anarchist movement alluded to it, along with the questions of free love and birth control, known at this period as neo-Malthusianism, though it tended to lay more stress on economic motives than on libertarian ones.1 At the dawn of the twentieth century, through the agency of the Italian Neo-Malthusian League (formally constituted in 1913),2 publications of a popular kind, produced by small publishing houses with anarchist sympathies, began to circulate. Providing information about the anatomy and physiology of the reproductive organs and about methods for avoiding conception, these writings also addressed the themes of ‘conscious procreation’ and ‘voluntary maternity’,3 and did much to promote a debate in Italy on the sexual question.4
Language: English
Published: London, England: Palgrave Macmillan UK, 2015
ISBN: 978-1-137-39699-0
Series: Genders and Sexualities in History Series