For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
How Focus Creates Engagement in Primary Design and Technology Education: The Effect of Well-Defined Tasks and Joint Presentations on a Class of Nine to Twelve Years Old Pupils
Available from: Design and Technology Education
Publication: Design and Technology Education: an International Journal, vol. 25, no. 2
Date: 2020
Pages: 10-28
Europe, Holland, Montessori schools, Netherlands, Western Europe
See More
Abstract/Notes: During a Design and Technology class, engagement is both required to start creative hands-on work and a sign of pupil’s creative thinking. To find ways to achieve engagement, we can look to the Montessori tradition. Due to the fact that learning is regarded as feeding insight through experimenting, tasks have to offer pupils the opportunity to gain knowledge about isolated details of the learning situation. This is realised by brief, simple and objective tasks combined with liberty to approach the hands-on work in one’s own way. Applied to Design and Technology, we can define brief, simple and objective tasks with a focus on a technique as an isolated detail of the learning situation. Offering liberty during hands-on work enables creative thinking. The deployment of well-defined tasks with a focus on a technique is possible by dividing a complex assignment into a collection of brief tasks with single problems and working towards single objectives in the topic, making use of a single technique. Such a collection is a format that has the potential to enable ongoing engagement. This case-study researches the actual effect of a stepwise organised collection of tasks on the design performance of pupils of nine to twelve years old. The results show that the tasks turned out to be useful in initiating engagement. In combination with joint presentations, ongoing engagement was achieved resulting in well-considered designs and products. In addition, dialogue with disengaged pupils delivered solutions towards engagement. As a side-effect of dialogue the teacher-pupil relationships and the pupil-pupil relationships improved.
Language: English
ISSN: 1360-1431
Article
The ABC's (and two D's) of Publication Design
Publication: Montessori Leadership
Date: 2004
Pages: 30
See More
Language: English
Article
Montessori Classroom Design
Publication: Montessori Leadership, vol. 2, no. 3
Date: 2001
Pages: 4–5
See More
Language: English
Article
Crime Prevention through Environmental Design
Publication: Montessori Leadership, vol. 8, no. 1
Date: Aug 2006
Pages: 24–25
See More
Language: English
Article
Signs of the Times
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 1
Date: 2008
Pages: 4, 7
See More
Language: English
ISSN: 1054-0040
Article
Indrukken van de Lezingenreeks, gehouden door Signorina Gracia Fresco van 20-27 maart
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 9
Date: May 1957
Pages: 1-2
See More
Language: Dutch
Doctoral Dissertation (Ph.D.)
A Theoretical Design of Rational Autonomy: Integrating Elementary and Early Childhood Teacher Education Through a Contemporary Derivation from Maria Montessori's Social Cognitive Field Paradigm
Available from: Oregon State University
Montessori method of education - Criticism, interpretation, etc., Trainings
See More
Abstract/Notes: The individual through earliest recorded history reveals contradictory views of the human life-span. "Am I a free and unique individual, able to make choices and decide my own destiny?, or, "Am I only a victim of circumstance, a speck of dust in the universe's whirlwind of fate?" Each view is recognized in education and psychology, but the latter outlook is often prominent in schools which discourage decision making. Throughout the life-span, however, the individual must make choices. Allowing the young student to progress on the road to autonomy, requires a new educational outlook. How might teacher education focus on this new perspective? Rational Autonomy (RA) is an original conceptualization of the psychological foundations for a learning-teaching theory of practice; one which promotes autonomy and reasonable decision making in children and adults. Its purpose is to provide a framework for the development of an autonomous educator who may conceptualize the interaction between the dichotomies of autonomy and rationality. These values are imbedded within the leitmotif of liberty and freedom; individuality and socialization; creativity and cooperation all natural tensions within a democracy and a democratic classroom. Cognitive psychologies today advance a view reflecting an autonomous individual who is interactive, purposeful and capable of conscious decision making. Montessori (1870-1952) recognized these traits as inherent in most children. Viewing autonomy and reason as the individual's means to full cognitive and personality development, she proposed an expansive educational psychology which would anticipate this view in cognitive psychology. Until now, few psychological definitions were available to define Montessori's theories. Thus, this thesis defines existent psychology as providing a "Social Cognitive Field" frame in which to define her theories and derive a new concept. The concept of Rational Autonomy incorporates psychological principles from human development, social, personality and learning theories. Constructs are demonstrated by interaction models of the child, family and educator. These are exemplified in a school program through a site and case study. Elementary and early childhood teacher education extends the Design into a life-span theory. The mentor-teacher relationship, curricular implications, educator group facilitation and university aims are included in the RA Design.
Language: English
Published: Corvallis, Oregon, 1989
Article
She ji jiao xue fa zai zhong guo / “设计教学法”在中国 [Design Pedagogy in China]
Publication: Jiao yu yan jiu yu shi yan. Xin ke cheng yan jiu. / 教育研究與实验. 新课程研究 [Educational Research and Experiment], vol. 1985, no. 3
Date: 1985
Pages: 72-84
See More
Abstract/Notes: <正> 在旧中国,曾先后介绍和或多或少地试行过来自西方资本主义国家的许多“新教学方法”,如自学辅导法(Supervised Study)分组教学法(Groups of Study,当年称为分团教学法)、蒙台梭利教学法(Montessori Method)、设计教学法(Projoct Method)、道尔顿实验室制(Dalton Laboratory plan)、社会化教学法(Socialized Roaction Mothod)、德可乐利教学法(Decroly Method)、莫礼生单元教学法(Morrisonian Cycle Plan)、文纳特卡制(Winnetka System)等。其中以设计教学法在其理论上最为系统,在其实践上对旧中 [n old China, many "new teaching methods" from Western capitalist countries were introduced and tried to a greater or lesser extent, such as the Supervised Study method and the Groups of Study method. group teaching method), Montessori method (Montessori Method), design teaching method (Projoct Method), Dalton Laboratory plan (Dalton Laboratory plan), socialized teaching method (Socialized Roaction Mothod), De Colelli Teaching method (Decroly Method), Morrisonian Cycle Plan (Morrisonian Cycle Plan), Winnetka System (Winnetka System), etc. Among them, the design teaching method is the most systematic in its theory, and it is the most systematic in its practice.]
Language: Chinese
ISSN: 1003-160X
Article
Significato e importanza della Conferenza L'antropologia pedagogica del 1903 della Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 46, no. 9
Date: 1997
Pages: 8-12
See More
Language: Italian
ISSN: 0042-7241
Article
La guerre avait jadis une signification différente de celle qu'elle a aujourd'hui
Publication: The Bulletin (Association Montessori Internationale)
Date: Apr 1937
See More
Language: French