For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Development of a Peace Education Program by the Kindergarten Teacher Awareness for Peace Education in Korea
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 9, no. 2
Date: 2003
Pages: 39-69
See More
Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.
Language: English
ISSN: 1226-9557, 2733-9653
Book
Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983
Africa, Nigeria, Sub-Saharan Africa, West Africa
See More
Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).
Language: English
Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983
Article
Um estudo sobre escolas com pedagogias diferenciadas: a pedagogia Waldorf, a pedagogia Montessori e a escola da ponte em foco
Available from: Interfaces da Educação
Publication: Interfaces da Educação, vol. 8, no. 23
Date: 2017
See More
Abstract/Notes: O presente estudo discorre sobre três pedagogias que apresentam projetos de ensino diferentes ao padrão escolar: Pedagogia Waldorf, Pedagogia Montessori e o projeto Fazer a Ponte. Alicerçados no referencial teórico da pedagogia diferenciada e concomitantemente, com uma educação que promova uma cultura científica básica a seus estudantes, este estudo de caráter teórico se faz sob o contexto do ensino de química estabelecido nestas instituições. Como base para essa abordagem tem-se uma pesquisa documental em sites de escolas que seguem as pedagogias investigadas, livros e artigos que discutem sobre as mesmas, bem como observação de três escolas - uma que segue a Pedagogia Waldorf, uma que segue a Pedagogia Montessori, ambas no Brasil, e ainda a observação na Escola da Ponte, localizada em Portugal. Este trabalho tornou-se significativo, na medida que trouxe discussões sobre temáticas ainda pouco familiares ao contexto das pesquisas educacionais e do próprio cotidiano dos professores em geral. Ademais abordou inspirações e discussões que possibilitaram uma reflexão acerca do ensino que se constitui atualmente nas escolas e como algumas mudanças de ideais, organizacionais e comportamentais podem modificar um espaço escolar.
Language: Portuguese
DOI: 10.26514/inter.v8i23.2009
ISSN: 2177-7691
A Midlands-Based Study Using Observation, Questionnaires and Interviews to Establish the Attitudes of Teachers and Pupils in a Steiner Waldorf School, a Montessori School and a Church of England School
See More
Language: English
Published: Warwick, England, 2001
Article
Points of View [Rudolf Steiner and Waldorf Schools]
Publication: Montessori Courier, vol. 4, no. 5
Date: Dec 1992
Pages: 30–31
See More
Language: English
ISSN: 0959-4108
Article
The Fantastic Journey [Waldorf schools and Rudolf Steiner]
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 8–9
See More
Language: English
ISSN: 0959-4108
Book
Ein kritischer Vergleich der Montessori- und Waldorfschule mit der Regelschule im Pflichtschulbereich besonders im Hinblick auf Motivation
See More
Language: German
Published: [Linz, Austria]: [s.n.], 1996
Book
Umweltbildung an Reformschulen: Leitbildanalysen an Montessori- und Waldorfschulen
See More
Language: German
Published: Berlin, Germany: Logos, 2000
ISBN: 3-89722-531-X
Book Section
Montessori- und Waldorfpädagogik im Praxistest – Highlights aus einem empirischen Forschungsprojekt (Heiner Barz)
Available from: Springer Link
Book Title: Bildungserfahrungen an Montessorischulen: Empirische Studie zu Schulqualität und Lernerfahrungen
Pages: 1-19
See More
Abstract/Notes: Waldorf- und Montessori-Schulen werden häufig in einem Atemzug genannt, weil sie als die bekanntesten Alternativkonzepte zur staatlichen Regelschule gelten. Auch ist inzwischen eine erhöhte Verwechslungsgefahr dadurch entstanden, dass zahlreiche an Montessori-Prinzipien orientierte Einrichtungen sich mittlerweile „Waldkindergarten“ nennen.
Language: German
Published: Wiesbaden, Germany: Springer Fachmedien, 2013
ISBN: 978-3-531-19089-1
Book
Der richtige Kindergarten für mein Kind: alles Wichtige über Montessori- und Waldorf- Kindergarten, städtische und kirchliche Einrichtungen, Kitas, Kinderläden, Waldkindergarten u.a.
See More
Language: German
Published: Zurich, Switzerland: Kreuz, 1997
ISBN: 3-268-00198-X