Abstract/Notes: When originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation of

Language: English

Published: New York, New York: Routledge, 1972

Edition: 2nd ed., reprint

ISBN: 978-0-7100-7445-4 0-7100-7445-X

Series: International Library of the Philosophy of Education , 1

Abstract/Notes: When originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation of

Language: English

Published: New York, New York: Routledge, 1968

Edition: 2nd ed.

Series: International Library of the Philosophy of Education , 1

Language: English

Published: London, England: G. Allen and Unwin, Ltd., 1935

Abstract/Notes: Advocates of democratic education argue that regular class meetings are essential to the school curriculum, offering students practice in democratic process as they deliberate issues that affect them. This article describes an experiment with regular class meetings over three years in a mixed-age upper elementary class. Students readily adopted the rudiments of parliamentary order and also invented democratic procedures to achieve their goals. Analysis of the minutes of 216 meetings suggested students' implicit goals were self-definition and consensus-building; explicitly they defended respect, fairness, and the right to work undisturbed. Negotiating standards for conduct, sharing information, and planning events provided opportunities for students to improve deliberation skills, develop empathy, and build community. The mixed ages in the class appeared to facilitate the development of moral reasoning. Students' inclination to imitate peers, however, suggests their need for help developing tolerance for minority positions and practice defending unpopular points of view.

Language: English

DOI: 10.1080/00933104.1998.10505842

ISSN: 0093-3104, 2163-1654

Abstract/Notes: Intensive observations were made of the classroom behavior of students enrolled in a Montessori academy versus students in a public elementary school. Twelve behavioral measures yielded information in four general areas: type of task involvement, source of supervision for academic tasks, size of task group, and amount of physical movement within the classroom. While students in the two schools showed a similar distribution of time between concentrated academic effort and distractive activities, the two groups were sharply distinguished on most of the other behavioral measures. In general, the classroom behavior of the Montessori and public school students coincided with the educational philosophies espoused by the two types of schools. No differences were found in the responses of boys and girls, but a pattern of behavior reflecting greater personal autonomy was found to differentiate the older from the younger students (fourth grade versus first grade levels).

Language: English

DOI: 10.1080/00220671.1973.10884492

ISSN: 0022-0671

Abstract/Notes: This historical study provides a concise history of desegregation in public schools in the United States and the subsequent establishment of magnet schools. An historical timeline from the establishment of the first magnet schools to current magnet schools models of excellence was presented. Equity theory framed this study as educational practitioners continue to strive for equal access to educational programs for all students. This study examined historical, racial, and socio-economic data from a school district in central Illinois that established magnet programs in 1979 to stop White flight. The results of the study included information regarding the historical and political events that led to the establishment of magnet programs. Additional data examined if the magnet programs led to improved integration in the school district and if there were differences between students enrolled in both the magnet classes and the non-magnet classes in terms of race and socio-economic status. The study found that there were many factors which led to the establishment of the magnet programs in Riverview. Additionally, the study found that the magnet programs did not accomplish their initial task, and that there are some significant racial and socio-economic differences between students enrolled in magnet and non-magnet classes. Recommendations for further study were provided.

Language: English

Published: Urbana-Champaign, Illinois, 2015

Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Abstract/Notes: The purpose of my study was to analyze a public school prekindergarten Montessori bilingual program via the investigation of 2nd grade reading achievement scores on a Spanish and an English norm-referenced test between two groups of students: those who had participated in a prekindergarten Montessori bilingual program and those who had participated in a prekindergarten traditional bilingual program. Additionally, my study investigated the perspective of my own personal experience as a leader, as well as the perspective of two other leaders' perspectives on implementing a prekindergarten Montessori bilingual program. The population included in this study was 450 2nd grade students enrolled in a large urban school district in southeast Texas. The prekindergarten Montessori bilingual students were the experimental group, while the prekindergarten traditional bilingual program composed the control group. To answer the first research question, two administrators were interviewed. I, as the researcher, described my perspective as a leader regarding the implementation of a prekindergarten Montessori bilingual program, as well as responses from other school leaders. To answer the second research question, a random sample of 200 students was selected from the population of 450 students who had taken the Aprenda and ITBS tests for 2nd grade and were enrolled during the 2000-2001 school year. For research question one the following themes emerged from this study: (a) program implementation, (b) Montessori training, (c) learning environment, (d) curriculum expectations, and (e) sustaining the Montessori program. For research question two, in Spanish reading the results of the independent t-test indicated that the children who had participated in the Montessori bilingual program significantly outscored the children in a traditional bilingual prekindergarten program on the Spanish reading subtest of the Aprenda. In English Reading, the results of the independent t-test indicated that the children who had participated in a Montessori bilingual program and who had continued through 2nd grade in a transitional bilingual program significantly outscored the children in a traditional bilingual prekindergarten program and who had continued through second grade in an English as a second language program on the English reading subtest of the ITBS.

Language: English

Published: Huntsville, Texas, 2002

Abstract/Notes: Children are born into the world as the nature of both parents. The importance of education from an educator is the initial foundation of the formation of creativity and activity, children. The role of educators of parents and teachers is a principle of how they are formed and fostered by the environment. Alpha generation is a child born in 2010 until now. The development of increasingly advanced technology makes the Alpha generation highly skilled using existing technology. They are principled to become an unfashionable generation. Today, the era is dominated by an instant and easy nature that results in influence in all fields, especially the field of education. The Islamic Montessori for Multiple Intelligences method is a method that teaches Islamic education based on compound intelligence in children. The intelligence of alpha generation children has the potential incomplete multiple intelligences so that they can survive, adapt and always be resilient in following high levels of diversity and all changes that are instant. This research aims to find out (1) The role of educators to alpha generation children in the development of Islamic Education learning with Islamic Montessori methods for Multiple Intelligences, (2) Methods that can support success in improving the quality of education. The method in this article uses by library research. The primary and secondary source is Maria Montessori's book translated in Indonesian and journal references. The result of the discussion in this paper is (1) The development of Islamic Religious Education learning that applies the following, language intelligence, mathematical logic, spatial-visual, kinesthetic, interpersonal, intrapersonal, and naturalist intelligence. (2) Knowing the compound intelligence in alpha generation children in Islamic education. / Anak terlahir ke dunia sebagai fitrah kedua orang tuanya. Pentingnya pendidikan dari seorang pendidik merupakan pondasi awal terbentuknya kreatifitas dan keaktifan pada anak. Peran pendidik dari orang tua dan guru merupakan prinsip bagaimana mereka dibentuk dan dibina oleh lingkungan masing-masing. Generasi alpha adalah anak yang lahir di tahun 2010 hingga sekarang. Perkembangan teknologi yang semakin maju membuat generasi alpha sangat terampil menggunakan teknologi. Sehingga, mereka berprinsip untuk menjadi generasi yang tidak ketinggalan zaman. Dewasa ini, zaman pun di dominasi dengan sifat yang serba instan dan serba mudah yang mengakibatkan pengaruh dalam segala bidang khususnya bidang pendidikan. Metode Islamic Montessori for Multiple Intelligences merupakan metode yang mengajarkan pendidikan Islam berdasarkan kecerdasan majemuk pada anak. Kecerdasan anak generasi alpha memiliki potensi dalam kecerdasan majemuk (Multiple Intelligences) yang komplit sehingga mereka bisa bertahan, beradaptasi dan selalu tangguh dalam mengikuti tingkat keragaman yang tinggi dan segala perubahan yang serba Instan. Penelitian ini bertujuan untuk mengetahui (1) Peran pendidik terhadap anak generasi alpha dalam pengembangan pembelajaran Pendidikan Agama Islam dengan metode Islamic Montessori for Multiple Intelligences, (2) metode yang dapat menunjang kesuksesan dalam perbaikan kualitas pendidikan. Metode pada penelitian ini menggunakan penelitian pustaka (Library Research). Bersumber primer dan sekunder yaitu buku Maria Montessori yang di terjemahkan dalam bahasa Indonesia dan refrensi-refrensi jurnal. Hasil dari pembahasan dalam tulisan ini adalah (1) pengembangan pembelajaran Pendidikan Agama Islam yang menerapkan sebagai berikut, kecerdasan bahasa, logika matematika, visual spasial, kinestetik, interpersonal, intrapersonal dan kecerdasan naturalis. (2) mengetahui kecerdasan majemuk pada anak generasi alpha dalam pembelajaran Pendidikan Agama Islam.

Language: Indonesian

DOI: 10.51468/jpi.v5i2.156

ISSN: 2747-089X, 2656-7555

Abstract/Notes: This article was originally published in the Journal of Educational Research, v. 66, no. 7 (Mar 1973), p. 313-316.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1981

Edition: 1st ed.

ISBN: 0-536-03647-0