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1059 results

Doctoral Dissertation

Identification of Competencies for the Professional Component of a Program for Training Nursery School Teachers in Guyana

Available from: ProQuest - Dissertations and Theses

Americas, Guyana, Latin America and the Caribbean, South America

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Abstract/Notes: The purpose of this study was to identify competencies for the professional component of a program for preparing nursery school teachers in Guyana. It incorporated a definition of the purposes of the national Nursery Education Program in Guyana and a definition of the behaviors associated with teaching in the nursery schools through: (1) A review of the literature encompassing programs for young children; roles of teachers in programs for young children; competencies for teachers of young children and competency-based teacher education. (2) The development of an interview schedule to gather data about the purposes of nursery schools and the behaviors associated with teaching in the nursery schools in Guyana. (3) Use of the interview schedule to conduct personal interviews with uncertified teachers, certified teachers, supervisors, parents and lecturers attached to the Nursery Education Program in Guyana. (4) Content analysis of the responses to the interview questions. The data indicated that the respondents were aware of the purposes of nursery schools and what constitutes effective teaching in these schools. The information generated through the analysis provided the basis for the formulation of competencies for nursery school teachers in Guyana. The identified competencies are overarching; stated as behaviors to be demonstrated by certified nursery school teachers; and are categorized under the goals of the Guyana Nursery Education Program.

Language: English

Published: New York City, New York, 1982

Article

Wives and Maidens: "Each for All and All for Each"

Available from: British Library - British Newspaper Archive

Publication: Cotton Factory Times (Lancashire, England)

Pages: 4

White Cross (Croce Bianca)

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Abstract/Notes: Includes a discussion of Maria Montessori and the Montessori Method in relation to Montessori's efforts with the establishment of an organization called the White Cross.

Language: English

Book Section

La Formation des Jardinières d’Enfants, une Institutionnalisation Conflictuelle (1910-1931) [The Formation of Kindergartens, an Institutional Conflict (1910-1931)]

Available from: OpenEdition Books

Book Title: Éduquer dans et hors l’école: Lieux et milieux de formation. XVIIe-XXe siècle

Pages: 171-183

Europe, France, Western Europe

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Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]

Language: French

Published: Rennes, France: Presses Universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Article

The Elementary Child: Teaching to the Spirit, Teaching for Peace–Part 2: Global Peace for Humanity

Publication: Montessori Leadership

Pages: 5–8

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Language: English

Article

Wineskins for New Wine: The Catechesis of the Good Shepherd and the General Directory for Catechists

Publication: The Catechesis of the Good Shepherd, vol. 20

Pages: 19–24

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Language: English

Article

To Know the Place for the First Time: Why the Young Adolescent Benefits from the Development of the Pedagogy for the Older Adolescent

Publication: NAMTA Journal, vol. 31, no. 1

Pages: 251–258

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

Exploring Montessori Programs for the Middle School Years: Athens [GA] Montessori Middle School: A Place for the Adolescent

Publication: Tomorrow's Child, vol. 11, no. 4

Pages: 5–7

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Language: English

ISSN: 1071-6246

Article

UNESCO: Promoting a Prepared Environment for Cultural Diversity and an Indirect Preparation for Peace

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2005, no. 4

Pages: 35–36

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Language: English

ISSN: 0519-0959

Article

✓ Peer Reviewed

Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries

Available from: SAGE Journals

Publication: Educational Researcher

Pages: Article 0013189X241227445

Comparative education, International baccalaureate - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., Students, Teachers

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Abstract/Notes: This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.

Language: English

DOI: 10.3102/0013189X241227445

ISSN: 0013-189X

Article

Some Ideas for Games for Social Orientation and Control of Movement

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1965-1973), vol. 8, no. 2

Pages: 12-16

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Language: English

ISSN: 0010-700X

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