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Article
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
Date: 1981
Pages: 23-31
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Language: Korean
ISSN: 2005-0860, 2671-5821
Article
Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]
Available from: CAIRN
Publication: Les Études Sociales, vol. 163, no. 1
Date: 2016
Pages: 43-77
Europe, France, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe
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Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]
Language: French
ISSN: 0014-2204
Article
A New Education for a New Era: The Contribution of the Conferences of the New Education Fellowship to the Disciplinary Field of Education 1921–1938
Available from: Taylor and Francis Online
Publication: Paedagogica Historica: International Journal of the History of Education, vol. 40, no. 5-6
Date: 2004
Pages: 733-755
New Education Fellowship, New Education Movement, Theosophical Society, Theosophy
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Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.
Language: English
DOI: 10.1080/0030923042000293742
ISSN: 0030-9230, 1477-674X
Article
N.C.M.E. Elementary Training, Amarillo, Texas and Lessons Given to Elementary Montessori Children
Publication: The National Montessori Reporter
Date: 1986
Pages: 8–9
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Language: English
Article
Elementary: California Gathering Again Lifts Vision and Practice of Classroom Teachers [Experienced Montessori Elementary Symposium, March, 2000, Monterey Bay, California]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 4
Date: Summer 2000
Pages: 23
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Language: English
ISSN: 1071-6246
Book
The Elementary Child as a Member of Society: How Through Understanding and Implementation of Montessoi Principles an Adult Can Manage and Elementary Classroom to Fully Aid the Child's Development
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Language: English
Published: Rochester, New York: American Montessori Society, 2011
Master's Thesis (Action Research Report)
The Relationship Between Parent Education of Sleep and Routine and Classroom Behavior of Students at a Pee Dee Region Elementary School
Available from: St. Catherine University
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Abstract/Notes: This action research was carried out to determine if parent education of sleep and routine had an effect on classroom behavior (physical contact and defiance). The research was completed in two full day 4K (four-year-old) Montessori classrooms in a Pee Dee Region elementary school. Students and parents were included in the research. Data from parents was gathered using assessments and sleep diaries. Teacher data was gathered using reflection journals and tallying charts. Parents were provided weekly education on sleep and routine importance. There was no conclusive data to show that parent education directly affected classroom behavior. The researchers believe the outcome was due to a lack of consistent parental participation.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Cosmic Education at the Elementary Level and the Role of the Materials
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2004, no. 2-3
Date: 2004
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Language: English
ISSN: 0519-0959
Article
Advanced Montessori Method - I. Spontaneous Activities in Education, II. The Montessori Elementary Material [book review]
Available from: HathiTrust
Publication: Educational Review, vol. 56
Date: Dec 1918
Pages: 432-438
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Language: English
Report
Alternatives in Education: An Exploration of Learner-Centered, Progressive, and Holistic Education
Available from: ERIC
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Abstract/Notes: Based on a database of over 500 resources, this paper explores the educational alternatives that exist today between the cracks of mainstream education and culture. It presents information about the growing numbers of schools and education centers that call themselves learner-centered, progressive, and/or holistic. Sources of data for this summary report also include over 3 years of informal interviews with and observations of people at alternative schools. The paper begins by examining terminology issues, discussing qualities for distinguishing educational alternatives, and describing eight types of schools (democratic and free schools, folk education, Quaker schools, homeschooling/unschooling/deschooling, Krishnamurti schools, Montessori schools, open schools, and Waldorf schools). It also presents frameworks for education (maps for understanding the territories of alternatives), and it discusses the three orientations of a competency based education: transaction (progressive), self-directed (learner-centered), and transformation (holistic). After looking at political issues around school choice which could impact the growth of the various philosophical alternatives, the paper concludes that in a society where issues of pluralism and diversity are valued as part of creating a more sustainable world and just democracy, the diversity of philosophical perspectives in education needs to be acknowledged. (Contains 41 references.) (SM)
Language: English
Published: New Orleans, Louisiana, 2002