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

Advanced Search

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

227 results

Article

I bambini di Maria Montessori

Publication: Selezione dal Reader's Digest, vol. 35 (Anno 18), no. 203

Pages: 7-13

Africa, Case dei Bambini, Writing, idioti, scrivere, sussidi didattici

See More

Language: Italian

ISSN: 0037-1483

Article

The Home from Home Page

Publication: Montessori Education, vol. 8, no. 4

Pages: 32

See More

Abstract/Notes: LMC training centre in South Africa

Language: English

ISSN: 1354-1498

Article

International News

Publication: Montessori Education, vol. 8, no. 6

Pages: 48

See More

Abstract/Notes: AMS scholarship fund; Training courses in Durban, South Africa and Catalunya, Spain

Language: English

ISSN: 1354-1498

Article

International News

Publication: Montessori Education, vol. 9, no. 1

Pages: 48

See More

Abstract/Notes: South Africa workshop

Language: English

ISSN: 1354-1498

Article

The Childhoods' Network

Publication: Montessori Leadership

Pages: 8–9

⛔ No DOI found

See More

Abstract/Notes: Southern African Montessori Association

Language: English

Article

International News

Publication: Montessori Education, vol. 6, no. 3

Pages: 26–27

⛔ No DOI found

See More

Abstract/Notes: South Africa, Saudi Arabia

Language: English

ISSN: 1354-1498

Article

International News

Publication: Montessori Education, vol. 7, no. 3

Pages: 46

See More

Abstract/Notes: Toronto, USA, Australia, Italy, South Africa

Language: English

ISSN: 1354-1498

Article

Mimetic Theory and the Use of Daily Life Events

Available from: Academia

Publication: Relational Child and Youth Care Practice, vol. 26, no. 2

Pages: 57-62

See More

Abstract/Notes: The Therapeutic Use of Daily Life Events is a practice model that incorporates the mostfundamental approach to Child and Youth Care. There is a risk for a divide between academicconceptualisations and practice to develop if they do not grow together. To contribute to this ‘growing together’, the authors from the two disciplines of Child and Youth Development and Philosophy joined their perceptions and approaches on the empowering of children within the various teachable moments thatform part of their interactions with adults. The article explores the usefulness of Mimetic Theory as anunderlying theory behind the practice approach proposed by the adoption of the Use of Daily Life Events inthe work with children in need of care. Although this article builds on the views of various authors fromdifferent countries, support and examples for the claims made in this article will be South African specific.

Language: English

ISSN: 1705-625X, 2410-2954

Book

The Power of Pedagogy

See More

Abstract/Notes: ′[This book] is readable, engaging, informative and provoking′ - Tony Rae, ESCalate ′The book is encompassing all my own passions as a holistic practitioner; I feel it is multi-cultural, offering powerfully diverse and inclusive ideas of pedagogy. In particular, the concepts of this book are like a breath of fresh air for the ′disabled′ student, talking about alternative assessment etc.′ - Helene McArthur, ESCalate `Every now and again you come across a really important book that shifts and clarifies your thinking. The Power of Pedagogy is one of those books. Here you′ll find a fascinating analysis of the myriad of issues and ideas surrounding teaching and learning today. Drawing on history, theory and vignettes form today′s classrooms, these two experienced and active thinkers and practitioners have managed to provide new perspectives on the pedagogic mission. A remarkable piece of scholarship, it′s a ′must′ for all those setting out to teach and for those already teaching with the sort of intellectual curiosity that is the hallmark of the outstanding teacher′ - Tim Brighouse, formerly Adviser for London Schools, is Visiting Professor at the Institute of Education ′This important book manages to combine an illuminating breadth of global reference with real insight into the practice of teaching and learning. Its highly readable investigative narrative integrates theory and practice with a quality of analysis that is both rare and entirely convincing′ - Sir David Winkley, former Headteacher Grove School, Handsworth and government education advisor The concept of ′pedagogy′ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyse and explore contemporary ideas of pedagogy through the work of key figures including Freire, Montessori and Vygotsky, and explain how a new conception of pedagogy could transform educational institutions, particularly schools. In locating pedagogy as central to the process of education the authors: - explore the historical and cultural antecedents of our understanding of pedagogy - analyse the way understanding of the working of the human mind influences teaching and learning - review and critique ideas about learning and the construction of knowledge - examine the way new forms of communication are impacting on the processes and purposes of pedagogic activity. Highly relevant for masters and doctoral students of education, this book will also be of interest to educational practitioners undertaking research on issues related to pedagogy, both in the UK and internationally. Bob Moon and the late Jenny Leach have written extensively on pedagogy, teacher education and international developments in the field, including Learners and Pedagogies (1999). They lead the Research Group on Teacher Education across Societies and Cultures (RITES) at the Open University, UK. Bob Moon is Professor of Education at the Open University and Director of the Teacher Education in Sub-Saharan Africa (TESSA) Programme. Jenny Leach was Professor of Teacher Learning and Development at the Open University.

Language: English

Published: Thousand Oaks, California: SAGE, 2008

ISBN: 978-0-85702-655-2

Conference Paper

Teachers' lives and work in a cultural and historical context. Reflections based on the professional life histories of eight Montessori teachers in Sweden

Available from: DiVA Portal

World Education Fellowship (41st, Sun City, South Africa, 22-27 April 2001)

See More

Abstract/Notes: This paper discusses the implications of using life history methodology in teacher research. By examining teachers’ life stories within a cultural and historical context the researcher and teacher, in collaboration, construct a life history. Biographical material based on the personal and professional aspects of being a teacher were collected from eight Montessori teachers in Sweden. Empirical data included interviews, diaries, written narratives and discussions. Theoretical and philosophical issues raised in conjunction with the biographies included counterconcepts such as traditional educational theory/critical reflection and continuity/change within the profession. Specific issues were raised in regard to students, parents, the work situation, etc. Valuable insights were gained concerning the changing roles of teachers in contemporary educational contexts. The voices and visions of teachers should thus be able to contribute to a deeper understanding of the role of the teacher and by so doing lead to improvements within the profession as a whole.

Language: English

Advanced Search