Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.

Language: English

DOI: 10.1080/0030923042000293742

ISSN: 0030-9230, 1477-674X

Language: Korean

ISSN: 2005-0860, 2671-5821

Language: English

ISSN: 0519-0959

Abstract/Notes: This article presents descriptions from seven schools of how they are applying research in neuroscience and the cognitive sciences to student learning. Braemar College, Woodend, Victoria implemented Fast ForWord with the knowledge of independently verified results in 2008 to assist students deemed to be at risk academically. Concordia College, Highgate, SA has implemented Brain Week since 2005. It aims to provide Year 8 students with the capacity to understand how their brain works ad to understand what happens to their brain when they learn. The Montessori International College, Buderim, Qld uses the Montessori curriculum to precisely trigger brain functions that are the building blocks of learning and personality. Ravenswood School for Girls Gordon NSW is reviewing its pastoral care program to provide an authentic program which will guide adolescents as they transverse the middle years and promotes student wellbeing, and which has at its base a deep understanding of the changes the adolescent brain is undergoing. St. Michael's Collegiate School, Hobart, Tas is using an executive function mindset to help all students in areas such as planning, organising, prioritising, initiating, sustaining, shifting and self monitoring. This, combined with focused effort, positive self concept, and strategic mindsets, are key to student success across all grades. Scotch Oakburn College, Launceston, Tas is considering brain based maths learning, which in beginning arithmetic takes advantage of the learner's number sense, subitising and counting strategies by making connections to new mathematical operations, so that multiplication tables become tools leading to a deeper understanding of mathematics, rather than an end unto themselves. With the wealth of research evidence growing about the plasticity of the brain, Wilderness School, Medindie, SA designed and implemented in 2011 a 'Thinking and Learning' unit for all Year 9 girls on mindsets.

Language: English

ISSN: 1324-2326

Abstract/Notes: La revue Pour l’Ère nouvelle constitue un observatoire privilégié pour cerner la nature des initiatives prises par les tenants de l’éducation nouvelle pour mobiliser, par delà les frontières, tous les amis de l’enfance afin d’améliorer l’humanité par une meilleure connaissance de l’enfant. En tant que lieu d’échange, elle permet à ses protagonistes d’y faire connaître leurs convictions et expériences favorisant ainsi la construction et la diffusion de connaissances au-delà de la francophonie. Nous nous proposons plus concrètement d’éprouver la thèse du cosmopolitisme et de la communauté d’esprits (convergence/divergence) des promoteurs de l’éducation nouvelle, en étudiant comment, dans Pour l’Ère nouvelle, ses auteurs invoquent la science pour fonder leurs thèses et si cette invocation fait l’objet de tensions ou controverses parmi eux. Cet article s’inscrit dans le sillage de recherches menées sur les relations entre éducation nouvelle et sciences de l’éducation, par nombre de chercheurs, notamment par ERHISE (Equipe de recherche en histoire des sciences de l’éducation). [The journal Pour l’Ère nouvelle is a privileged observation post from which one can define the initiatives promoted by the leaders of the New Education movement. They seek to mobilize, over frontiers, the actors involved in the study of childhood, aiming to ameliorate humanity through a better knowledge concerning that question. As a place of interaction, it allows its protagonists to bring their convictions and experiences to others, favouring development and spreading of knowledge beyond French speaking community. In this article, we propose to test the theory of the New Educationalist’s cosmopolitism and community of minds (convergence/ divergence) and to see how, Pour l’Ère nouvelle’s authors use science to base their theories and, further, we propose to see if this position arouses tensions or controversies. This article is part of a research undertaken by ERHISE (Research Team in History of Sciences of Education).]

Language: French

DOI: 10.3917/cdle.031.0137

ISSN: 1262-3490

Language: French

DOI: 10.4000/trema.4159

ISSN: 1167-315X

Abstract/Notes: Many of the included activities are science experiments where an adult and child test, observe, modify, and retest, often with interesting extensions included beyond the initial test (e.g., experimenting with friction and sliding speed using different materials and then repeating the experiment adding varying wetness as another factor).[...]the "Magic Milk" experiment uses milk, food coloring, and a touch of soap to cause a rapid chemical change that spectacularly alters the interaction between the dye and the fat in the milk.

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: It is only within very recent history – the past 25 to 30 years – that neuroscience has become a force in child development and educational research, as the tools to study the brain in action have improved and become more readily available. Although neuroscience research on reading, math, and social and emotional function also has important implications for education, this chapter focuses on executive function (EF) skills because these skills play an especially foundational role in learning and because they have been particularly well studied. Basic research on EF development has provided an important foundation for interventions designed to specifically target EF skills in young children, and suggests how to structure places of education to playfully explore their environments in intentional and attentive ways, to practice reflection, and to engage in self-regulated learning. Although neuroscience is a relatively new player in early education, it has transformed people's understanding of the conditions that support learning and brain development.

Language: English

Published: New York: Routledge, 2020

ISBN: 978-0-429-46828-5