Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Abstract/Notes: Includes information about all the sessions at the conference. Information regarding Montessori includes: 1. Katherine Moore, teacher of the Montessori classes in the public schools of Los Angeles and a graduate of the first class of Dr. Montessori, will conduct a demonstration Montessori class each forenoon [morning] from nine to twelve o'clock during the session of the National Education Association, in the Art Room, City Auditorium [Oakland Municipal Auditorium]. The model furniture will be furnishhed by Louise Brigham the inventor of box furniture, New York, N. Y. Teachers are invited to observe this class. (see p. 6-7) 2. General Sessions - International Congress on Education - Meetings in City Auditorium - August 16, 1915 - Afternoon Session, 2:30 O'Clock - "The Montessori System" by Maria Montessori (see p. 13). 3. Departmental Congress on Kindergarten Education - Sessions in Auditorium Theatre - August 17, 1915 - Afternoon Session, 2:30 O'Clock (Joint Session with the International Kindergarten Union) - "Imagination" by Maria Montessori (see p. 15). 4. Departmental Congress on Elementary Education - Sessions in City Auditorium - August 20, 1915 - Evening Session, 8:00 O'Clock - "Organization of the Intellectual Work in the School" by Maria Montessori (see p. 20). 5. Departmental Congress on Relationship Between the School and Co-operative Organizations - City Auditorium - August 23, 1915 - Evening Session, 8:00 O'Clock - "The Mother and the Child" by Maria Montessori, interpreted by Mariana Bertola, M.D. of San Francisco (see p. 25). 6. Montessori Congress - Sessions in Ballroom, Hotel Oakland - August 28, 1915 (see p. 42-43). This includes details regarding the itinerary for the Montessori Congress held in Oakland, 1915. The morning session began at 10:00 O'Clock and included: "Address of Welcome" by Philander P. Claxton (US Commissioner of Education, Washington, D.C.); "Possibilities and Opportunities of the Montessori Work for American Children" by E. L. Hardy (State Normal School, San Diego); "The Future of the Montessori School in America" by Arthur Chamberlain (Secretary, California Council of Education and California Teachers' Association, San Francisco); and "Address" by Maria Montessori. The afternoon session began at 2:00 O'Clock and included: "Round Table under the Auspices of the National Education Association and of the San Francisco Local Committee of Advisory Patrons" with David Starr Jordan (President, National Education Association, Stanford University, California) presiding over "Questions and Discussions by Leading American Educators and Dr. Montessori". The program indicates that the Round Table discussion was an invitation only affair - "Admission by Invitation".

Language: English

Published: 1915

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Language: Hungarian

ISSN: 1215-1807, 1788-2400

Language: Italian

ISSN: 0042-7241

Abstract/Notes: Bu araştırmada çalışma grubunu oluşturan Montessori programı ve MEB programı ile okul öncesi eğitim alan deneme ve kontrol grubu çocukların Bilişsel gelişim ve Sosyal yetkinliklerini karşılaştırmalı olarak incelemek amaçlanmıştır. Araştırma çalışma grubunda 2016-2017 eğitim öğretim yılında Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Anaokulunda Montessori programı ile okul öncesi eğitimi alan 20 ,Esentepe Koleji Anasınıfında MEB programı ile okul öncesi eğitimi alan 20 kontrol olmak üzere toplamda 40 çocuktan oluşmaktadır. Araştırmada veri toplamak amacıyla Marmara Gelişim Ölçeğinin alt ölçeği olan Bilişsel Gelişim Ölçeği ve Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30) Ölçeği kullanılmıştır. Testler deney ve kontrol gruplarına ön ve son test olmak üzere uygulanmıştır. Elde edilen verilerin analizinde Mann Whitney U testi ve Wilcoxon İşaretli sıralar testi kullanılmıştır. Araştırma sonucunda elde edilen bulgular incelendiğinde; bilişsel gelişim ölçeği son test puanlarının kontrol grubu lehinde bir farklılaşma gösterdiği, Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30)ölçeğinin sosyal yetkinlik, Saldırganlık ve Kaygı alt ölçeklerinin son test puanlarında ise anlamlı farklılık bulunamamıştır. / In this study, Montessori curriculum and MEB curriculum(Ministry of Education Preschool Education Curriculum ) which constitute the study group and control group who took pre-school education aimed to examine the children's cognitive development and social competence comparatively. The research study group consists of 40 children, 20 of whom are in pre-school education at the Montessori curriculum in Selcuk University School of Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School, 20 of which are MEB curriculum (Ministry of Education Preschool Education curriculum) at Esentepe College Kindergarden and 20 of which are in pre-school education. The Cognitive Developmental Scale and the Social Competence and Behavior Evaluation-30 (SYDD-30) Scale were used as the subscale of the Marmara Developmental Scale in order to collect data in the study. The tests were performed to the experimental and control groups as pre- and post-test. Mann Whitney U test and Wilcoxon Marked rank test were used for the analysis of the obtained data. When the findings of the research are examined; There was no significant difference in the scores of Social Competence and Behavior Evaluation-30 (SYDD-30) social competence, Aggression and Anxiety subscales, whereas cognitive development scale post test scores showed differentiation in favor of the control group.

Language: Turkish

Published: Konya, Turkey, 2018

Abstract/Notes: The main target of my essay is to find out and to clarify the meaning of “elements of Montessori pedagogy”. The theoretic part of the essay contains entrance to the theme, information about life and pedagogic work of Marie Montessori, explanation and closer understanding of intention and philosophy of pedagogy Marie Montessori. In this essay is describing principals of Montessori pedagogy. There is five parts which are used for Montessori pedagogy. Theoretic part of this essay also includes description of the main documents for kindergarten, which means framework and school education program. The essay is donated to explanation of poems principal and element from the pedagogic and lexicon view. In practical part of this essay is the purpose to find out what it “element of Montessori pedagogy” is and how this poem “elements” understanding managers and pedagogues of selected kindergartens and also the member of company Montessori o.s. Many of kindergartens in these days proclaim use of elements of Montessori pedagogy, but Montessori pedagogy only works with poem “principals”. The target is to find out the elements composing into the school education program for preschool education. ůnother target is to find out how pedagogic works in practice in kindergartens with “Montessori elements”. The essay explains how schools and teachers understand the original intention of the Montessori direction.

Language: Czech

Published: Prague, Czechia, 2017

Abstract/Notes: This Master's thesis examines options to advance reading literacy in schools with alternative education. Thesis is focused on teachers work and used methods. The aim of the thesis was to determine, how schools using alternative educational programs support the reading literacy. Theoretical part explores reading literacy, characteristics of alternative educational programs and schools -Montessori, Waldorf, Dalton and program Step by Step. It specifies RWCT - reading and writing to critical thinking program and method of advancement reading literacy and reading. The practical part evaluates surveys filled by teachers from alternative schools and teachers using alternative educational programs. Survey is focused on teacher's job, utilization of RWCT method in schools, working with reading literacy and support of reading. / Tato diplomová práce zkoumá možnosti rozvoje čtenářské gramotnosti ve školách s alternativním vzdělávacím programem. Zaměřuje se na práci učitelů a metody, které při výuce používají. Cílem práce bylo zjistit, jak vybrané školy s alternativním vzdělávacím programem podporují rozvoj čtenářské gramotnosti. Teoretická část diplomové práce se zabývá problematikou čtenářské gramotnosti, charakteristikou vybraných vzdělávacích alternativních programů a škol - Montessori, Waldorfské školy, Daltonské školy, program Začít spolu. Specifikuje program RWCT (reading and writing to critical thinking), zejména metody rozvoje čtenářské gramotnosti a čtenářství. Praktická část vyhodnocuje dotazníkové šetření, směrované učitelům na alternativních školách a pedagogům, kteří se zabývají alternativními vzdělávacími programy. Dotazník je zaměřen na práci učitelů, využití metod RWCT ve školách, práci s čtenářskou gramotností a podporu čtenářství.

Language: Czech

Published: Prague, Czechia, 2022