For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 21, no. 3
Date: 2006
Pages: 313-331
See More
Abstract/Notes: The IEA Preprimary Project is a longitudinal, cross-national study of preprimary care and education designed to identify how process and structural characteristics of the settings children attended at age 4 are related to their age-7 cognitive and language performance. Investigators collaborated to develop common instruments to measure family background, teachers’ characteristics, setting structural characteristics, experiences of children in settings, and children’s developmental status. Data from 10 countries are included in the analysis; in most countries, the sample of settings is representative of preprimary settings in that country. For the analysis, a 3-level hierarchical linear model was employed that allowed decomposition of variation of child outcomes into three parts—variation among children within settings, among settings within countries, and among countries. Four findings are consistent across all of the countries included. Age-7 language improves as teachers’ number of years of full-time schooling increases and the predominant type of activity teachers propose in settings is free choice rather than personal/social. Age-7 cognitive performance improves as children spend less time in whole group activities and the variety of equipment and materials available increases. There were also a number of findings that varied across countries depending on particular country characteristics. The findings support child-initiated activities and small group activities and are consistent with developmentally appropriate practices promoting active learning.
Language: English
DOI: 10.1016/j.ecresq.2006.07.007
ISSN: 0885-2006, 1873-7706
Article
Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries
Available from: Multidisciplinary Digital Publishing Institute (MDPI)
Publication: Sustainability, vol. 13, no. 1
Date: 2021
Pages: 343
See More
Abstract/Notes: The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.
Language: English
DOI: 10.3390/su13010343
ISSN: 2071-1050
Article
The Expansion of the Montessori Method in India and Neighboring Countries
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 200-207
See More
Language: English
Article
The Montessori Method; Reception in Foreign Countries
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 3, 1914
Pages: 45
Americas, Belgium, Eastern Europe, France, Germany, Hungary, Montessori method of education, Montessori movement, North America, United States of America, Western Europe
See More
Abstract/Notes: Includes information related to America (United States of America), France, Germany, Belgium, and Hungary.
Language: English
ISSN: 0040-7887