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Penggunaan Media Sanpaper Latter terhadap Keaksaraan Awal Anak Kelompok B di PAUD Jaya Henida Palembang [The Use of Sandpaper Letter Materials for Group B Children's Early Literacy at PAUD Jaya Henida Palembang]
Available from: Ulil Albab Institute
Publication: ULIL ALBAB: Jurnal Ilmiah Multidisiplin, vol. 2, no. 4
Date: Mar 2023
Asia, Australasia, Indonesia, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Sandpaper letters, Southeast Asia
Abstract/Notes: Masalah dalam Penelitian ini Adakah pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf pada anak kelompok B di PAUD Jaya Henida Palembang?. Penelitian ini bertujuan Untuk mengetahui pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf anak kelompok B di PAUD Jaya Henida Palembang. Metode penelitian yang digunakan pada penelitian ini adalah pendekatan deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi. Berdasarkan penelitian yang telah dilakukan di PAUD Jaya Henida Palembang, maka dapat ditarik beberapa kesimpulan sebagai berikut : 1) Kemampuan keaksaraan anak PAUD pada umumnya telah mencapai perkembangan normal dalam tahap kemunculan literasi, meliputi kemampuan dengar – bicara dan baca – tulis; 2) Kendala dan kebutuhan guru dalam pengembangan keaksaraan, diantaranya kurangnya peralatan dan materi, buku sumber, sarana dan fasilitas yang memadai; 3) Desain pengembangan keaksaraan di fokuskan pada kegiatan menstimulus kemunculan kemampuan dengar – bicara baca – tulis sesuai dengan tahap perkembangan anak PAUD; 4) Cara mengembangkan alat peraga sandpaper letter berbasis metode Montessori yaittu sebagai berikut : pertama, alat peraga menarik. Kedua, alat peraga memiliki gradasi. Ketiga, alat peraga digunakan untuk dapat melatih anak belajar secara mandiri. Keempat, alat peraga digunakan untuk mengetahui kesalahan yang terjadi dengan adanya alat peraga.
A Philosophical Perspective on the Purpose of Education in Indonesia
Available from: Springer Link
Book Title: Comparative and Decolonial Studies in Philosophy of Education
Asia, Australasia, Comparative education, Friedrich Fröbel - Philosophy, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Rabindranath Tagore - Philosophy, Southeast Asia
Abstract/Notes: This chapter will look at the purpose of education in the context of Indonesia’s past and present. I will draw on the philosophy of Ki Hajar Dewantara (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fröbel. This chapter is particularly timely because the Indonesian government has started to critically re-examine two of the educational concepts proposed by Dewantara, which are “pendidikan karakter” (character education) and “merdeka belajar” (independent learning). The chapter will start with a discussion on the purpose of education before introducing Dewantara and his background. I will then offer two comparisons; First, between Dewantara’s purpose of education and the aims of Dutch schools during the colonial period in Indonesia, highlighting the importance of imparting local wisdom and values in Dewantara’s school which were ignored by the colonial schools. Second, between Dewantara’s purpose of education and the current government’s policies. By doing so, I will highlight the different purposes articulated for education in various contexts, from the colonial era to present-day Indonesia. The conclusion of this chapter is that there have been profound changes to the very purpose of education in Indonesia. Nevertheless, Dewantara’s philosophy is still very much relevant today and thus, the Indonesian government should revisit its conceptualisation of the foundations of education. Dewantara’s thought is also likely to see increased interest in other countries due to a growing global demand for awareness of non-Western educational philosophies.
Published: Singapore: Springer Nature, 2023
Edition: 1st ed.
The Progressive Classroom: Unlocking the Potential of Learning for the Future
Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
Published: Chennai, India: Clever Fox Publishing, 2023
Kinaesthetic Learning Material for EFL Pronunciation Teaching and Their Potential for Teacher Education
Book Title: Activating and Engaging Learners and Teachers: Perspectives for English Language Education
Foreign language education, Language acquisition, Language development, Language education, Montessori materials
Published: Tübingen, Germany: Narr Francke Attempto, 2023
Edition: 1st ed.
ISBN: 978-3-8233-8460-1 3-8233-8460-0
Series: AAA - Arbeiten aus Anglistik und Amerikanistik
Analisis metode islamic montessori for multiple intelligences pada anak generasi alpha dalampengembangan pembelajaran pendidikan agama islam / Analysis of the Islamic Montessori for Multiple Intelligences Method in Alpha Generation Children in the Development of Islamic Education Learning
Available from: Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta (STITMA)
Publication: At Turots: Jurnal Pendidikan Islam, vol. 5, no. 2
Asia, Australasia, Indonesia, Islamic Montessori method of education, Islamic education, Multiple intelligences, Southeast Asia
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.
ISSN: 2747-089X, 2656-7555
Ignoring Clustering and Nesting Effects Are Invalid Analysis Choices in a Trial with Clustered Data in Trials Testing Causal Effects. Re: "Impact of a Montessori-Based Nutrition Program on Children's Knowledge and Eating Behaviors"
Available from: PubMed
Publication: Journal of School Health
Date: Mar 13, 2023
Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study
Available from: Springer Link
Publication: Early Childhood Education Journal
Date: Mar 9, 2023
Early childhood care and education, Early childhood education, Elementary school students, Montessori method of education, Montessori schools, Movement education, Music education, Preschool children, Rhythm
Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
ISSN: 2005-0860, 2671-5821
Kindererziehung als soziale Frage aus der Sicht von Montessori und Miller Pädagogik und Kältestudien [Child rearing as a social issue from the perspective of Montessori and Miller pedagogy and child studies]
Available from: RISS
Publication: 교육의 이론과 실천 / Theory and Practice of Education / Theorie und Praxis der Erziehung, vol. 23, no. 3
Abstract/Notes: Diese Arbeit versucht, den Betrachtungen und Aspekten, die das Kind in unserer Gesellschaft ausgehend vom Standpunkt Montessoris beleuchten, nachzugehen, wobei ich die Gemeinsamkeiten in den Montessoris und Millers pädagogischen Ansätzen feststelle. Laut Montessori und Miller ist das Kind ist als gleichwertiger Mensch anzuerkennen, und die Seele des Kindes erfordert eine besondere Feinfühligkeit des Erwachsenen für seine Bedürfnisse her. Es ist wichtig, die Kinder in ihren Fähigkeiten bestmöglich zu fördern. Im Bezug auf das pädagogische Spannungsverhältnis von Selbständigkeit und Zwang beschäftige ich mich mit dem Widerspruch von pädagogischer Norm und Funktion aus der Sicht der Kältestudien von Gruschka. Die Kältestudien verweisen auf die von den einzelnen Menschen unaufhebbar erfahrenen Widersprüche von der Norm der sozialen Allgemeinheit von Bildung und der Selektionsfunktion von den pädagogischen Institutionen. Schließlich sollten die gesellschaftlichen Strukturen, die Kälte als gesellschaftlich akzeptiertes Verhalten verursachen, bewusst wahrgenommen und reflektiert werden. Dafür ist es nötig, den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. [This work attempts to trace the considerations and aspects that illuminate the child in our society from the Montessori point of view, noting the similarities in the Montessori and Miller's pedagogical approaches. According to Montessori and Miller, the child is to be recognized as an equal human being, and the child's soul requires a special sensitivity on the part of the adult for its needs. It is important to support the children in their abilities in the best possible way. In relation to the pedagogical tension between independence and coercion, I deal with the contradiction between pedagogical norm and function from the point of view of Gruschka's cold studies. The cold studies point to the irreconcilable contradictions experienced by individuals between the norm of the social generality of education and the selection function of educational institutions. Finally, the social structures that cause cold as socially accepted behavior should be consciously perceived and reflected upon. For this it is necessary to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children.]
Effects of Applying AMSP (American Montessori Society Program) According to the Years of Mathematics / 수학연한에 따른 AMSP (American Montessori Society Program)의 적용효과: 유아의 창의성과 지능에 미치는 영향을 중심으로
Available from: RISS
Publication: 교육과학연구 / Journal of Educational Science Research, vol. 35, no. 2
Abstract/Notes: This study investigated the effects of AMSP(American Montessori Society) on young children's creativity and intelligence according to the learning term.The questions for research were as follows:1. What is the effect of AMSP on young children's creativity according to the learning term?2. What is the effect of AMSP on young children's intelligence according to the learning term? The subjects of this study were 57 aged five-old children at H kindergarten in J. City. They were classified to three groups according to learning term of AMSP.The data were collected using the General Creativity Test for Children(Chon, kyoung-won, 2000), the Revised Korean Wechsler Intelligence Scale for Children (Park, kwang-bae 1995), and analysed by ANCOVA, the Scheffe test with SPSS 11.0 Program.The results of this study are summarized as follows:1. The longer the learning term was, the more AMSP improved young children's creativity significantly. The longer the learning term was, the more AMSP improved young children's creativity significantly. 2.The longer the learning term was, the more AMSP improved young children's intelligence significantly. The longer the learning term was, the more AMSP improved young children's intelligence significantly. / 본 연구는 AMSP가 유아의 창의성과 지능에 미치는 영향에 있어 수업연한에 따른 차이를 알아본 것으로, AMSP의 수업연한에 따라 구분된 1년차 집단, 2년차 집단, 3년차 집단 각 19명씩 만 5세 유아 총 57명을 대상으로 실시하였다. 전경원(2000)의 창의성 검사와 박혜원곽금주박광배(1996) 등이 개발한 한국형WPPSI(K-WPPIS)를 실시한 결과, AMSP의 수업연한이 높을수록 유아의 창의성과 지능발달에 전반적으로 더 큰 효과를 나타냈다. 이에 AMSP가 유아의 창의성과 지능발달을 돕는 하나의 효과적인 접근방안일 뿐만 아니라 유치원의 3년 교육 기간에 AMSP를 제공받는 것이 유아의 창의성과 지능발달에 더 효과적임을 시사해준다고 하겠다.
ISSN: 1229-8484, 2713-6515
Éducation Spontanée: La Méthode Montessori
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Foi et Vie, vol. 15, no. 18
Date: Sep 16, 1912
Europe, France, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Western Europe
A Ray of Light: A Mixed-Methods Approach to Understanding Why Parents Choose Montessori Education
Available from: University of Nebraska Libraries
Published: Lincoln, 2010
A New Method in Infant Education [part 5]
Available from: HathiTrust
Publication: Kindergarten-Primary Magazine, vol. 23, no. 10
Date: Jun 1910
Americas, North America, United States of America
Théosophie et éducation en Espagne (1891-1939): espaces de sociabilité et réseaux éducatifs [Theosophy and education in Spain (1891-1939): spaces of sociability and educational networks]
Available from: OpenEdition Books
Book Title: Éduquer dans et hors l’école: Lieux et milieux de formation. XVIIe-XXe siècle
Europe, Southern Europe, Spain, Theosophical Society, Theosophy
Abstract/Notes: L’occasion de lancer des recherches sur les liens entre le mouvement théosophique et l’éducation en Espagne et l’intérêt que celles-ci pouvaient présenter surgirent à partir de la lecture du Petit Journal d’Adolphe Ferrière dans les Archives de l’institut J.-J. Rousseau de l’université de Genève. En 1930, de passage à Barcelone sur le chemin de son long voyage vers l’Amérique latine, le pédagogue suisse fut reçu par Maria Solà de Sellarés, Attilio Bruschetti et José Forteza. Cependant ces personnages n’apparaissent pas dans les pages de l’historiographie de l’éducation nouvelle et de la rénovation pédagogique en Catalogne au cours du premier tiers du XXe siècle. Après les recherches qui s’imposaient, nous sûmes qu’ils militèrent dans l’hétérodoxe mouvement théosophique et que, suivant les pas de Béatrice Ensor, ils se rapprochèrent de sa pédagogie par le biais de la Fraternité internationale de l’Éducation. La vocation éducative du mouvement théosophique se manifesta dans l’organisation de cours et de conférences, l’édition de livres et de dépliants à caractère doctrinal et didactique, la création d’espaces de sociabilité et, entre autres initiatives, par la fondation d’un certain nombre d’écoles et de centres éducatifs qui tentèrent de rejoindre les mouvements rénovateurs européens, tout en restant fidèles au spiritualisme oriental. Plus tard et malgré les distances que leur imposèrent dissidences et fractures, un autre courant allait apparaître à l’horizon de l’évolution de ce mouvement: l’anthroposophie de Steiner et la pédagogie Waldorf. Cet article se propose d’analyser, dans les contextes européen et international, la fonction sociale, éducative et socialisatrice de la théosophie et des réseaux socioéducatifs théosophiques, hors et dans l’école, en Espagne au cours du premier tiers du XXe siècle. Cette recherche part de l’analyse de sources orales (membres de familles de théosophes et personnes ayant des liens avec le mouvement théosophique) et de sources écrites (directes et indirectes) consultées et étudiées dans diverses archives : Biblioteca de Cataluña (Barcelone), bibliothèque privée de la Branche Arjuna de Barcelone, Centro nacional de la Memoria histórica de Salamanque (Espagne), archives privées de la famille Jover Dalmau (ancien élève de l’école Damon) et Archives historiques municipales de Sabadell (Catalogne). [The opportunity to launch research on the links between the theosophical movement and education in Spain and the interest that these could present arose from the reading of the Petit Journal d'Adolphe Ferrière in the Archives of the institute J.-J. Rousseau from the University of Geneva. In 1930, passing through Barcelona on the way to his long journey to Latin America, the Swiss teacher was received by Maria Solà de Sellarés, Attilio Bruschetti and José Forteza. However, these characters do not appear in the pages of the historiography of new education and educational renewal in Catalonia during the first third of the twentieth century. After the necessary research, we learned that they were active in the heterodox theosophical movement and that, following in the footsteps of Beatrice Ensor, they approached her pedagogy through the International Fraternity of Education. The educational vocation of the theosophical movement was manifested in the organization of courses and conferences, the publication of books and leaflets of a doctrinal and didactic nature, the creation of spaces for sociability and, among other initiatives, by the foundation of a number of schools and educational centers which tried to join the European renovating movements, while remaining faithful to Eastern spiritualism. Later and despite the distances imposed by dissidence and fractures, another current would appear on the horizon of the evolution of this movement: the anthroposophy of Steiner and the Waldorf pedagogy. This article aims to analyze, in European and international contexts, the social, educational and socializing function of theosophy and theosophical socio-educational networks, outside and in school, in Spain during the first third of the twentieth century. This research starts from the analysis of oral sources (members of families of Theosophists and people with links to the Theosophical movement) and written sources (direct and indirect) consulted and studied in various archives: Biblioteca de Cataluña (Barcelona), library private of the Arjuna Branch of Barcelona, Centro nacional de la Memoria histórica de Salamanca (Spain), private archives of the Jover Dalmau family (former pupil of the Damon school) and Municipal Historical Archives of Sabadell (Catalonia).]
Published: Rennes, France: Presses universitaires de Rennes, 2018
The Future of Public Education: A Free Appropriate Public Education for All Students
Available from: MINDS@UW River Falls
Educational change, Public schools
Abstract/Notes: This paper examines the challenges facing the public school system as it attempts to live up to the promise to provide a “free appropriate public education” to all of its students. The funding mechanism for public schools, with its reliance on community funding, lends itself to inequities. The lack of an effective response to the rising challenge of mental health issues, the unwillingness to respond to the changing skill demands of the workforce by revising curriculum and the ineffectiveness of efforts to close the achievement gap have all led the public to question whether or not they are receiving an “appropriate” education. The response increasingly has been to look for a better educational alternative elsewhere, in charter schools. The effect of charter schools overall has been to weaken public schools’ abilities to provide a quality education for each and every student. An analysis of each of these challenges and possible responses will provide a possible road map for traditional public education to do a better job of living up to its mandate, to “promote the general welfare”.
Published: River Falls, Wisconsin, 2020
Comparative and International Studies in Theory and Practice of Education: Proceedings of the Annual Conference of the Australian Comparative and International Education Society
Published: Hamilton, New Zealand: Australian Comparative and International Education Society, 1983
mLearning in Primary Education: An Online Teacher Training Proposal Based on Montessori Education Principles
Available from: IATED Digital Library
12th International Conference on Education and New Learning Technologies
Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.
Published: Online Conference: International Academy of Technology, Education and Development (IATED), 2020
The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift
Available from: eRepository at University of Nairobi, Kenya
Publication: International Journal of Novel Research in Education and Learning, vol. 5, no. 1
Africa, East Africa, Kenya, Sub-Saharan Africa
Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective
A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement
Available from: ERIC
Abstract/Notes: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom.
Published: Salem, West Virginia, 1998
Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands
Available from: Taylor and Francis Online
Publication: Paedagogica Historica: International Journal of the History of Education, vol. 50, no. 5
Europe, Holland, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Netherlands, Western Europe
ISSN: 0030-9230, 1477-674X