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Article
Wrong Methods in Education: Better Knowledge Pupils Urged
Available from: National Library of South Africa (reference)
Publication: Cape Times (Cape Town, South Africa)
Date: Nov 13, 1929
Pages: 14
Africa, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Article
Helping Themselves to Knowledge
Publication: Nursery World
Date: 1955
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Language: English
Master's Thesis
Mississippi River Program: A Mixed-Method Examination of the Effects of a Place-Based Curriculum on the Environmental Knowledge and Awareness of Montessori Adolescents
Available from: ProQuest - Dissertations and Theses
Comparative education, Mississippi River Program, Sustainability
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Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.
Language: English
Published: Mankato, Minnesota, 2006
Book Section
The Teacher: Knowledge of the Materials; Maintenance of Order
Book Title: The Discovery of the Child
Pages: 159-164
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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017
ISBN: 978-90-79506-38-5
Series: The Montessori Series , 2
Book Section
Visual and Auditory Distinctions: Material - Solid Insets and Blocks; Perfecting the Perception of Dimensions by Sight Alone; Colour Masterials; Sensorial Knowledge of Geometry; Exercises for Distinguishing Sounds; Silence
Book Title: The Discovery of the Child
Pages: 129-152
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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017
ISBN: 978-90-79506-38-5
Series: The Montessori Series , 2
Book
Women Curriculum Theorists: Power, Knowledge and Subjectivity
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Abstract/Notes: Most published bodies of work relating to curriculum theory focus exclusively, or almost exclusively, on the contributions of men. This is not representative of influences on educational practices as a whole, and it is certainly not representative of educational theory generally, as women have played a significant role in framing the theory and practice of education in the past. Their contribution is at least equal to that of men, even though it may not immediately appear as visible on library shelves or lecture lists. This book addresses this egregious deficit by asking readers to engage in an intellectual conversation about the nature of women’s curriculum theory, as well as its impact on society and thought in general. It does this by examining the work of twelve women curriculum theorists: Maxine Greene, Susan Haack, Julia Kristeva, Martha Nussbaum, Nel Noddings, Jane Roland Martin, Marie Battiste, Dorothea Beale, Susan Isaacs, Maria Montessori, Mary Warnock and Lucy Diggs Slowe. It thus brings attention, through a semantic rendition of the world, those seminal relationships that exist between the three meta-concepts that are addressed in the work: feminism, learning and curriculum. It will appeal to scholars and researchers with interests in curriculum, and the philosophy and sociology of education.
Language: English
Published: New York, New York: Routledge, 2023
ISBN: 978-1-00-328931-9
Article
Parenting with Love and Knowledge
Publication: Montessori NewZ, vol. 39
Date: Sep 2005
Pages: 20
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Abstract/Notes: Workshop by Judi Orion to be presented October, 2005, Sydney
Language: English
Article
Parenting with Love and Knowledge – Judi Orion Workshop
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 14
Date: Dec 2005
Pages: 26–28
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Language: English
Doctoral Dissertation
Exploring Forest Kindergarten Practices in Türki̇ye: Kindergarten Founders’, Teachers’, and Parents’ Knowledge of Forest Pedagogy [Exploring Forest Kindergarten Practices in Turkey: Kindergarten Founders’, Teachers’, and Parents’ Knowledge of Forest Pedagogy]
Available from: Middle East Technical University
Asia, Comparative education, Early childhood care and education, Early childhood education, Forest school (learning style), Middle East, Open-air schools, Private schools, Turkey, Western Asia
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Abstract/Notes: This study had several objectives. First, to investigate the practices of forest kindergartens in three different geographic regions of Türkiye. Second, to explore how the founders of forest kindergartens overcome challenges and take advantage of favorable circumstances as they set up and run the kindergartens. Third, to research the challenges and favorable circumstances that teachers face in such kindergartens and ways to deal with them. Fourth, to examine what kinds of cultural adaptations kindergarten founders and teachers need to make to use Forest Pedagogy in their own culture or location. Fifth, to elicit the kindergarten founders', teachers', and parents' knowledge of Forest Pedagogy. And sixth, to explore how parents' knowledge of Forest Pedagogy relates to their expectations of forest kindergartens. This study included members of the forest kindergartens (N = 21), which comprised the founders (N = 3), teachers (N = 9), and parents (N = 9). The study discovered that forest kindergartens were not typical, despite sharing similar practices with other kindergartens, such as the daily use of outdoor playgrounds. The diversity of the outdoor settings employed by forest kindergartens varied from region to region, depending on their geographical characteristics. However, they shared certain challenges with other kindergartens, such as a lack of unstructured and affordable natural settings surrounding the kindergartens. In all cases, the kindergarten founders and teachers had limited knowledge of sustainable attitudes for children and the significance of risky play. Yet, the parents possessed the knowledge to value free, muddy, and risky play throughout the year.
Language: English
Published: Ankara, Turkey, 2022
Article
Initiation to the Knowledge That Is the Pride of Our Civilization
Publication: NAMTA Journal, vol. 36, no. 1
Date: 2011
Pages: 227-264
Adolescence, Adolescents, Americas, Knowledge acquisition, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, United States of America
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Language: English
ISSN: 1522-9734