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165 results

Book

Montessori Education

Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, New Zealand, Oceania

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Language: English

Published: Dunedin, New Zealand: [s.n.], 1979

Article

Montessori in Aboriginal Society [Perth, Australia]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2

Pages: 14, 16, 20

Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania

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Language: English

ISSN: 0010-700X

Article

Montessori and Australia

Publication: Education News, vol. 13, no. 3

Pages: 16

Australasia, Australia, Australia and New Zealand, Oceania, ⛔ No DOI found

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Language: English

ISSN: 0013-1431

Article

Freedom and Discipline [summary of talk by Shannon Helfrich at national conference, Melbourne, 1997]

Publication: Montessori Matters

Pages: 10

Australasia, Australia, Australia and New Zealand, Conferences, Oceania, ⛔ No DOI found

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Language: English

Article

Eastern Suburbs Montessori School: Sydney, N.S.W.: The Past, the Present and the Future

Publication: Montessori Matters

Pages: 10

Australasia, Australia, Australia and New Zealand, Oceania, ⛔ No DOI found

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Language: English

Article

Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

Available from: Cambridge University Press

Publication: Australian Journal of Environmental Education, vol. 28, no. 2

Pages: 162-164

Australasia, Australia, Australia and New Zealand, Oceania, Sustainability

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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students. The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

Language: English

DOI: 10.1017/aee.2013.8

ISSN: 0814-0626, 2049-775X

Article

Work ‘with’ me: Learning Prosocial Behaviours

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 41, no. 4

Pages: 106-114

Australasia, Australia, Australia and New Zealand, Oceania

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Abstract/Notes: This article reports research findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

Language: English

DOI: 10.1177/183693911604100413

ISSN: 1836-9391, 1839-5961

Article

‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 38, no. 4

Pages: 116-123

Australasia, Australia, Australia and New Zealand, Oceania

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Abstract/Notes: This article situations the Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with ‘other people's children’ (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911–13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of ‘Joanne's' preparation to teach other people's children in the twenty-first century.

Language: English

DOI: 10.1177/183693911303800416

ISSN: 1836-9391, 1839-5961

Book

The Quality of Education and Care in Montessori Early Childhood Services

Available from: Social Wellbeing Agency (New Zealand Government)

Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania

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Language: English

Published: Wellington, New Zealand: New Zealand, Education Review Office, 2007

ISBN: 978-0-478-30856-3 978-0-478-30857-0 978-0-478-30858-7

Article

Everyday Spirituality: An Aspect of the Holistic Curriculum in Action

Available from: SAGE Journals

Publication: Contemporary Issues in Early Childhood, vol. 8, no. 4

Pages: 344-354

Australasia, Australia and New Zealand, Indigenous communities, New Zealand, New Zealand, Oceania, Spirituality

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Abstract/Notes: Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whariki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. Case studies were constructed in three different settings: a Montessori casa, a private preschool and a Rudolf Steiner kindergarten. This article concerns one of these settings and discusses the first day back at the Montessori casa after a two-week break. The concept of everyday spirituality is introduced and three narratives retell moments of everyday spirituality that occurred throughout the day. Three themes are addressed in some detail. The discussion is informed by Derrida's notion of hospitality and by different perspectives about the role of spirituality in educational contexts.

Language: English

DOI: 10.2304/ciec.2007.8.4.344

ISSN: 1463-9491

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