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Kosmische Erziehung zur "Bildung für nachhaltige Entwicklung" - Vordereitung auf das Leben im Klimawandel [Cosmic education for "Education for Sustainable Development": preparation for life in the face of climate change]

Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]

Pages: 253-288

Cosmic education, Sustainability

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Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

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

Book

Creating the Multi-Age Classroom: Organization, Curriculum, Instructional Strategies and Assessment for the Multi-Age Classroom Plus Considerations for Getting Started and Techniques for Classroom Management

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Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of

Language: English

Published: Edmonds, Washington: CATS Publications, Apr 1995

Edition: Revised

ISBN: 1-886753-03-2

Book

Standard Operating Procedure for a Montessori School: A Guideline for Operating Montessori Schools

Americas, Classroom environments, Montessori method of education, Montessori schools, North America, Prepared environment, United States of America

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Language: English

Published: New York, New York: American Montessori Society, 1971

Edition: 5th ed.

Article

Foreign Language Immersion: Something New in Chicago [InterCultura Foreign Language Immersion School, Oak Park, Illinois]

Publication: El Boletin [Comité Hispano Montessori], no. 22

Pages: 1

Americas, Comité Hispano Montessori - Periodicals, Language acquisition, North America, United States of America

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Language: English

Article

Junior High School Students Search for Roots in Italy [Santa Barbara, CA, Montessori School]

Publication: AMI/USA News, vol. 13, no. 4

Pages: 5

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Language: English

Article

Schoolakties - schoolakties - schoolakties

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, no. 3

Pages: 50-52

Nederlandse Montessori Vereniging

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Language: Dutch

Article

✓ Peer Reviewed

“My Name Is Sally Brown, and I Hate School!”: A Retrospective Study of School Liking Among Conventional and Montessori School Alumni

Available from: Wiley Online Library

Publication: Psychology in the Schools, vol. 60, no. 3

Pages: 541-565

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Abstract/Notes: School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that predicted higher school liking at each level. Because Montessori schools have many features that other literature suggests predict higher school liking, we purposely sampled Montessori alumni as well, and compared their schools' features for elementary school only (due to sample size). Moreover, we collected open-ended responses about what participants in both conventional and Montessori liked least about school, revealing what features of their school experiences might have led to less overall school liking. The unique contributions of this study are (1) showing how a wide range of school features predict recalled school liking, (2) examining data for all school levels using a single sample of participants, and (3) comparing recalled school liking and its predictors across conventional and Montessori schools. The sample included 630 adults, of whom 436 were conventional school alumni and 187 were Montessori alumni (7 participants did not report school type). Participants' mean age was 35.8 years (SD = 10.53, range = 19–77), and 53% were female. Participants were recruited online, and they responded to Qualtrics surveys about school liking, school features, and their demographics. School liking overall was tepid, and was highest in elementary and lowest in middle school. For all participants, recalling a sense of community and interest in schoolwork were most strongly associated with school liking. Adults who attended schools which emphasized studying topics of personal interest and rewards for positive behavior also liked school more. Montessori school alumni reported higher school liking and that learning was what they liked most about school; by contrast, conventional school alumni most liked seeing friends. Levels of school liking, as recalled by adults, are low overall, but are higher in elementary school and higher amongst those who recall their schools as having stronger community, catering more to student interest, and rewarding positive behavior. In addition, school liking was higher among people who attended Montessori schools. Further research could extend to a cross-sectional study of children currently enrolled in different types of schools.

Language: English

DOI: 10.1002/pits.22777

ISSN: 0033-3085, 1520-6807

Conference Paper

Is There a Need for Handicraft in Preschool? Attitudes of Preschool Teachers and Parents on Including Handicraft Activities in the Regular Preschool Program

Available from: IATED Digital Library

INTED2020 14th International Technology, Education and Development Conference

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Abstract/Notes: Alternative educational concepts evolved in response to classical educational methods in which children are placed in a passive position and the transfer of knowledge is cultivated as a form of teaching. Models of alternative pedagogy (Montessori, Waldorf, Reggio, Agazzi) advocate developmentally appropriate practices which Bredekamp (1993) describes as a presence of different strategies, i.e., child-oriented behaviours of teachers and responding to the child's individual needs. In order to help each child to grow into a universal and competent individual from preschool age, it is necessary to encourage their imagination and creativity, as well as to acquire habits of cooperation and coexistence with other children. One of the activities which promote these desirable characteristics in children is handicraft. Many studies and findings in the area of neuroscience, multiple intelligences theories, and the aforementioned alternative pedagogical concepts emphasize the importance of handicraft and point out its benefits not only for children but for the entire community. However, such an approach to children's learning and activity is poorly represented in educational institutions. Therefore, the aim of the study was to examine the views of preschool teachers and parents on handicraft activities and its more frequent use in regular preschool programs. The survey was conducted by an anonymous questionnaire on a sample of 316 respondents, preschool teachers (N=141) and parents (N=175). The results of the study show that both preschool teachers and parents agree that certain elements of alternative concepts such as handicraft have a positive impact on the overall development of the child and that they are useful and practical life skills. They also agree that handicraft activities should be used in educational institutions to a greater extent. [Conference Name: 14th International Technology, Education and Development Conference; ISBN: 9788409179398; Place: Valencia, Spain]

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020

Pages: 1511-1519

DOI: 10.21125/inted.2020.0499

ISBN: 978-84-09-17939-8

Article

A Class of Special Character [Montessori school-within-a-school, Arthur Street School, Dunedin]

Publication: Montessori NewZ, vol. 4

Pages: 9

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Language: English

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