Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.

Language: English

DOI: 10.1177/1476718X10389148

ISSN: 1476-718X

Language: English

Language: English

Language: English

ISSN: 1940-7831

Abstract/Notes: "A Mi-Carême ball will be given at the Plaza on March 11 for the benefit of the free Montessori Tenement Schools of New York. Mrs. E. Thompson Seton, of 512 Fifth av., is chairman of the finance committee of the New York Chapter of the Montessori Educational Association that is maintaining these institutions. One of the most interesting of these schools is situated in what was meant to be three tenements, south of the John Jay dwellings, at 77th st., near the East River. It consists of an office, a schoolroom, a playroom and kitchen. The schoolroom is equipped with low desks for the small children of the neighborhood and luncheon is served by the scholars themselves at a round table in the playroom. A canary and a frog are kept as pets."

Language: English

ISSN: 1941-0646

Language: Dutch

Published: Amsterdam, The Netherlands: Gem. opleiding voor kleuterleidsters bij het Montesori-onderwijs, 1981

Language: Dutch

Published: Amsterdam, The Netherlands: Vereniging De Samenwerkende Landelijke Pedagogische Centra, Stichting Montessori Centrum, 1984

Abstract/Notes: Although there is a significant body of research surrounding Montessori education, little research has sought to capture the voices of adolescents, specifically high school students in urban settings (Dr. Montessori’s third plane of development) learning through the Montessori Method. Problem: Legislators, policy writers, district and school-level leaders mandate and implement reforms with minimal to no adolescent input. Further, adolescents are not part of the reform implementation process or identifying desired outcomes of said reform initiatives. Purpose: The purpose of this study was to examine adolescent’s perspective of their urban high school Montessori education, and their role in helping to develop a high school Montessori program in an urban setting. Research Design: This case study recorded and examined the voices of 11high school students in an urban high school who completed high school Montessori schooling. Data in this research study consisted of semi-structured interviews documents. Responses were coded into themes and interpreted through the lens Dr. Montessori’s four planes of development, with particular attention to the third plane. Findings: Participants in this study understand key differences between the Montessori method and traditional schooling. However, the path to that understanding was the result of one-off experiences for some students and programmatic, structured experiences for all students. Further, findings suggest that student input varied through program vi implementation, but was a key factor in program growth. Research Implications: Results from this study may offer insight into the benefits and liabilities of seeking student input when designing high school reform, and more specifically, urban students, teachers, and administrators implementing adolescent Montessori programs. These results may be used to engage teachers, principals, and policy writers around reform practices and policies that benefit student experiences and outcomes. Research Questions 1.From the adolescent’s perspective, how does the high school Montessori experience lead toward independent learning versus the traditional school experience? 2.From the adolescent’s perspective, how well were the Montessori concepts of Erdkinder brought to reality in an urban setting? 3.In what ways were student Agency evident in developing the urban high school Montessori program?

Language: English

Published: Louisville, Kentucky, 2022

Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.

Language: English

DOI: 10.1002/tesj.552

ISSN: 1949-3533

Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]

Language: Italian

DOI: 10.6092/issn.1970-2221/1767

ISSN: 1970-2221