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Article
Comparing Child Outcomes of Physical Punishment and Alternative Disciplinary Tactics: A Meta-Analysis
Available from: SpringerLink
Publication: Clinical Child and Family Psychology Review, vol. 8, no. 1
Date: 2005
Pages: 1-37
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Abstract/Notes: This meta-analysis investigates differences between the effect sizes of physical punishment and alternative disciplinary tactics for child outcomes in 26 qualifying studies. Analyzing differences in effect sizes reduces systematic biases and emphasizes direct comparisons between the disciplinary tactics that parents have to select among. The results indicated that effect sizes significantly favored conditional spanking over 10 of 13 alternative disciplinary tactics for reducing child noncompliance or antisocial behavior. Customary physical punishment yielded effect sizes equal to alternative tactics, except for one large study favoring physical punishment. Only overly severe or predominant use of physical punishment compared unfavorably with alternative disciplinary tactics. The discussion highlights the need for better discriminations between effective and counterproductive use of disciplinary punishment in general.
Language: English
DOI: 10.1007/s10567-005-2340-z
ISSN: 1096-4037
Article
Montessori Workshop Scheduled at National Alternative Conference
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 1, no. 4
Date: Summer 1989
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Reimagining Assessment in a Large Lecture: An Alternative Approach Inspired by Thomas Jefferson and Maria Montessori
Available from: Taylor and Francis Online
Publication: College Teaching
Date: Nov 8, 2022
Pages: 1-13
Americas, Assessment, Maria Montessori - Philosophy, North America, Thomas Jefferson - Philosophy, United States of America
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Abstract/Notes: In large lecture courses, it can be challenging to imagine assessing student learning in ways other than multiple-choice exams and traditional point-based grading. Inspired by major pedagogical principles shared by Maria Montessori and Thomas Jefferson and supported by current understandings of effective teaching, assessment was reimagined in a large introductory-level child psychology course to allow for free choice and active engagement. Instead of exams, students created a short scientific essay each week on what most interested them; essays were assessed using a short rubric and sampling techniques. Instead of traditional point-based grading, specifications grading was used. These changes, dubbed the JeffMonte method, were associated with better student performance, were received positively by students, and increased instructor satisfaction.
Language: English
DOI: 10.1080/87567555.2022.2140097
ISSN: 8756-7555
Article
Alcune applicazioni alternative del metodo educativo di Maria Montessori
Available from: MeTis Journal
Publication: MeTis. Mondi educativi. Temi, indagini, sugestioni, vol. IV, no. 2
Date: Dec 2014
Pages: [unpaged]
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Abstract/Notes: Maria Montessori pose al centro della sua infaticabile attività di ricerca il bambino considerandone le esigenze e i diritti. Si può affermare che nel suo metodo educativo ci sia una sorta di “antidoto” per ritrovare l’ecologia dell’educazione. Nel processo educativo dell’infanzia, infatti, la conoscenza dei problemi dell’ambiente e la cura dell’ambente costituisce un valore. Proprio nel modo in cui lei affronta questo argomento, si ritrovano i principi fondamentali del suo metodo. / Maria Montessori put children problems in a very relevant position among her studies, considering needs and rights. It is possible to say that her educational method is a real “antidote”, useful for promoting ecological education. In fact, it is very important taking care for the environment problems. In the way she face this subject we find fundamental aspects of her pedagogical method.
Language: Italian
DOI: 10.12897/01.00070
ISSN: 2240-9580
Article
Montessori as a School Reform Alternative Reflecting Biblical Anthropology
Available from: Taylor and Francis Online
Publication: Journal of Research on Christian Education, vol. 29, no. 3
Date: 2020
Pages: 307-327
Americas, Educational change, Montessori method of education, North America, United States of America
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Abstract/Notes: Today’s education has three impediments to meaningful and sustainable educational reform; first, the lack of precise and accurate anthropology of learners; second, dilemma between constructivism-leading academy and behaviorism-dominating classrooms; third, the lack of philosophy of education in theory and practice. The Montessori system was built upon the Christian theological anthropology, which uncovers that the main source of failure in our education is humanity’s original sin and sins preventing us from fulfilling the Imago Dei or the reciprocating self. This article highlights why the Montessori method is a feasible school reform model by briefly examining Montessori’s anthropology centering on Imago Dei, teacher’s respect for the child resulting in education through being and embodiment, and systematized teacher-training system.
Language: English
DOI: 10.1080/10656219.2020.1841049
ISSN: 1065-6219
Article
Through the Looking Glass: Methodological Features of Research of Alternative Schools
Available from: University of Maribor Press
Publication: Journal of Elementary Education / Revija za Elementarno Izobraževanje, vol. 13, no. 1
Date: 2020
Pages: 55-71
Alternative education, Educational research, Private schools
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Abstract/Notes: On the basis of the analysis of the general characteristics of alternative schools and the methodology of pedagogical research, the comparison and synthesis of the obtained facts were formed. It is pointed out that in the field of pedagogy, the adoption of (positivist) methodology has become a global trend. It emphasizes the uncritical application of research tools from the corpus of quantitative methodology in research of specific educational problems, as well as in research of alternative schools in which the context of the research is significantly different than the one of the conventional public schools.
Language: English
DOI: 10.18690/rei.13.1.55-71.2020
ISSN: 2350-4803
Article
Re‐Imagining Teachers' Work: Photographs of Blackfriars School, Sydney, 1913‐1923 as Representations of an Educational Alternative
Available from: Emerald Insight
Publication: History of Education Review, vol. 38, no. 2
Date: 2009
Pages: 82-93
Australasia, Australia, Australia and New Zealand, Blackfriars School (Sydney, Australia), Montessori method of education, Montessori schools, Oceania, Teachers
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Abstract/Notes: Visual representations of teachers and teachers’ work over the past century and a half, in both professional literature and popular media, commonly construct teachers’ work as teacher‐centred, and built around specific technologies that privilege the teacher as the active, dominant and legitimate principal agent in the educational process. This article analyses a set of photographs that represent an ‘alternative’ educational approach to normalised mainstream schooling, to explore the ways such practices might enact pedagogy within different social relations. Butler’s discussions of performativity and Foucault’s concept of technologies of self, offer a theoretical framework for understanding the educative and political work such visual representations of teachers work might perform, in the construction of capacities to imagine what teachers’ work looks like, with implications for capacities to enact teaching. The photographs analysed present a pedagogy in which the teacher is less visibly central and less overtly directive in relation to children’s learning than in normalised pedagogy. Thus, in important respects, they offer material from which to construct a different vision of what teachers’ work looks like, and, consequently, to enact teachers’ work differently. In this article I explore a set of photographs of Montessori methods at Blackfriars School in Sydney in the early twentieth century. I do so in order to establish whether such photographs offer a representation of teaching that differs significantly from conventional ‘normalised’ understandings of teachers’ work. This in turn is intended to inform one part of a transformative agenda to address problematic aspects of contemporary schooling.
Language: English
DOI: 10.1108/08198691200900015
ISSN: 0819-8691
Article
The Impact of Social Climates: Differences Between Conventional and Alternative Schools
Available from: JSTOR
Publication: Educational Horizons, vol. 60, no. 2
Date: 1982
Pages: 83-89
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Language: English
ISSN: 0013-175X
Article
Getting to Know Young Children: Alternative Assessments in Early Childhood Education
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 51
Date: 2023
Pages: 911-923
Early childhood care and education, Early childhood education
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Abstract/Notes: Assessments provide teachers with essential information regarding children’s learning. Alternative education systems offer insight into ways that assessments can be redesigned to be developmentally appropriate to particular ages, including unique stances on what defines assessment, who should assess, and what should be assessed. We examined themes of early childhood assessment through a review of Reggio Emilia, Montessori, and Waldorf (also called Steiner). Each of these three alternative systems emphasize assessments designed to understand every child’s learning as unique. Many of the practices used align with the National Association for the Education of Young Children’s (NAEYC) current recommendations regarding developmentally appropriate assessment. There is a clear acknowledgement that engagement, not just specific knowledge, is particularly important to assess. To assess engagement, classrooms must be carefully constructed learning environments that implement individualized assessment techniques, such as observation. As children engage in developmentally appropriate experiences, teachers assess their individual learning patterns. Specific components of each system contribute to effective and informative assessment, for example collected artifacts and documentation from children’s work (Reggio), activities and materials designed to show children when an error is made (Montessori), and participation in classic stories (Waldorf). The increased focus these systems place on assessing during interactive learning experiences answered NAEYC’s current recommendations regarding assessment as well as on-going calls in education reform for a child-centered approach to learning.
Language: English
DOI: 10.1007/s10643-022-01353-y
ISSN: 1082-3301, 1573-1707
Doctoral Dissertation (Ph.D.)
Policy Reservations: Early Childhood Workforce Registries and Alternative Pedagogy Teacher Preparation
Available from: American Montessori Society
Early childhood care and education, Early childhood education, Montessori method of education - Study and teaching, Teacher training, Teacher training
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Language: English
Published: Bloomington, Indiana, 2015