Abstract/Notes: In the early years of the twentieth century, the great structural, social and cultural changes in American society included a growing number of immigrants arriving from the poorest regions of Europe. For the first time, the issues of immigration, assimilation and social integration became the most important problems facing American society. In the optimistic climate of the so-called progressive era, social reformers thought that these problems could be solved by the science of pedagogy, as applied to the educational needs of foreign immigrants. This essay centres on the pedagogical efforts of Italian-American educator Angelo Patri, who attempted to integrate Italian-American children into the fabric of American society through education. It starts by assessing Patri’s early writings, such as A Schoolmaster of the Great City, and his private and professional papers. In doing so, his work is situated in the debate on progressive education alongside pedagogue Maria Montessori, demonstrating his central role in the debate on integration through education. Within this analysis, particular attention is paid to the notion of learning by doing, and it is argued that both educators were influenced by this particular aspect of progressive education.

Language: English

DOI: 10.1080/0046760X.2015.1063710

ISSN: 0046-760X, 1464-5130

Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Abstract/Notes: Maria Montessori's child-centered teaching method came to the United States in 1913 and became linked with an approach to progressive education and child rearing which many Americans considered permissive. During the post-World War II years, advocates of Montessori's method combined this permissive mode with elements of an authoritarian mode to produce an authoritative approach to teaching young children. Following this approach, educators at the Princeton Montessori School have developed and implemented a firm yet empathic teaching model for their classes. The social system which the teachers have developed in their classes respects children's intrinsic motivation in the form of a benign token economy, called a credit-debit system. In this system the rules of the classroom, and the rewards and sanctions attending the rules, are developed cooperatively between teacher and children. Teachers consider the small group as the basic unit of social organization for the presentation of lessons. Teachers present curricular subject areas in a sequence of steps which are numbered and which correspond to a set of materials preassembled by the teacher and directly accessible to the children. For each subject, students keep personal interactive journals which contain written and illustrated work for the whole year. Through these methods, teachers at the Princeton Montessori School demonstrate that they have understood the basic message of Montessori and imbedded that message in a culturally sensitive and appropriate form of schooling.

Language: English

Published: Princeton, New Jersey: Princeton Center for Teacher Education, 1992

Language: English

Published: New York, New York: American Montessori Society, 2002

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.

Language: Korean

ISSN: 1229-8484, 2713-6515

Abstract/Notes: Review

Language: English

Abstract/Notes: This research is a case study of African American parent involvement at a urban Montessori school in Minnesota. African American parents at this school have had limited involvement in conferences, PTSO meetings, school activities, and on the Site-Based Leadership Team. An examination of the literature was made to investigate the influences on African American parents when they make decisions about their parental involvement. This research covered the historical background, theoretical background, implications, racial barriers, and strategies that increased African American parent involvement. An ethnography was designed to gather data from 9 mothers of African American students. These parents provided information about their backgrounds and their experiences with the school. Staff at the school (6) were interviewed as to their experiences with African American parent involvement. The results of the study offer findings on attitudes, perceptions, needs and ideas for improving African American parent involvement at any school.

Language: English

Published: St. Paul, Minnesota, 2000

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246