Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

999 results

Article

Mededelingen van de N.E.F. (New Education Fellowship)

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, no. 14

Pages: 15

See More

Language: Dutch

Article

Wereldconferentie New Education Fellowship

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, no. 1

Pages: 12

See More

Language: Dutch

Article

Montessori Center of Oak Ridge Shares a New Vision: A New School, a New Site, a New Integrated Corporation

Publication: Family Life (AMI/USA), no. 6

Pages: 4-5

Americas, Montessori Center of Oak Ridge (Tennessee) - History, North America, United States of America

See More

Language: English

Article

Welcome to the New Year, the New Century, the New Millennium

Publication: Montessori NewZ, vol. 17

Pages: 7

See More

Language: English

Archival Material Or Collection

Box 11, Folder 50 - Manuscript Fragments, n.d. - "The New Children - A Miracle in Education / "The New Children - or - New Method"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

See More

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Article

New Montessori Center in New York [Children's Montessori Center, Stony Brook, New York]

Publication: Montessori Observer, vol. 5, no. 6

Pages: 4

See More

Language: English

ISSN: 0889-5643

Article

A New World for a New Humanity: "Education for Peace"

Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 9

Pages: 6

AMI/USA National Conference (July 2002), Americas, Conferences, North America, United States of America

See More

Abstract/Notes: AMI/USA Conference, July, 2002

Language: English

Article

✓ Peer Reviewed

The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift

Available from: eRepository at University of Nairobi, Kenya

Publication: International Journal of Novel Research in Education and Learning, vol. 5, no. 1

Pages: 15-27

Africa, East Africa, Kenya, Sub-Saharan Africa

See More

Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective

Language: English

ISSN: 2394-9686

Article

✓ Peer Reviewed

The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach

Available from: IISTE - International Knowledge Sharing Platform

Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6

Pages: 167

Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia

See More

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

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

Pages: 23-31

See More

Language: Korean

ISSN: 2005-0860, 2671-5821

Advanced Search