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498 results

Article

[The Meaning and Problems About Montessori Education Today (Part 2)]

Publication: Bulletin of Sofia University School of Education

Pages: 55-69

Asia, East Asia, Japan

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Language: Japanese

Article

Montessorians Abroad: Report from Japan

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

Publication: The Constructive Triangle (1974-1989), vol. 10, no. 2

Pages: 23–27

Asia, East Asia, Japan

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Language: English

Article

A View of India: Reflections on the Practice of Montessori Education at One School [Magic Years Montessori School, Delhi]

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

Publication: Public School Montessorian, vol. 4, no. 3

Pages: 11

Asia, India, Public Montessori, South Asia

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Language: English

Article

Montessori Education in China: An Update

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

Publication: Public School Montessorian, vol. 10, no. 1

Pages: 27

Asia, China, East Asia, Public Montessori

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Language: English

Article

The Isha Home School [India]

Publication: Montessori International, vol. 85

Pages: 20–22

Asia, India, South Asia

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Language: English

Article

Judy Townsend's Shanghai Journal: A Party for 70,000,000; Come to Shanghai

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

Publication: Public School Montessorian, vol. 22, no. 1

Pages: 13

Asia, China, East Asia, Public Montessori

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Abstract/Notes: 5th in a series of articles

Language: English

Article

Letters from Shanghai [Montessori School of Shanghai]

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

Publication: Public School Montessorian, vol. 21, no. 2

Pages: 1, 25

Asia, China, East Asia, Public Montessori

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Language: English

Article

Teachers’ Perceptions of Supporting Pre-School Children in Self-Learning in Montessori Classrooms: A Case Study of Three Saudi Pre-Schools

Available from: Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications

Publication: Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications, no. 37

Pages: 1-21

Asia, Middle East, Montessori method of education, Saudi Arabia, Preschool children, Saudi Arabia, Teachers - Attitudes, Western Asia

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Abstract/Notes: Teaching at pre-school in Saudi Arabia can involve the use of many types of teaching methods, and the Montessori educational system is one approach that can be used. Over time, this method has gained value and popularity due to its promotion of a self-learning strategy. This current study aims to explore the perceptions of Montessori teachers working in Saudi Arabia about their role in supporting a self-learning strategy for pre-school children. The research sample comprised Montessori teachers working at three schools in Saudi Arabia. Data was collected by undertaking qualitative semi-structured interviews and using an unstructured questionnaire. The interviews was piloted in advanced. The findings show that most of the Saudi pre-school teachers who participated are knowledgeable about teaching the Montessori system in the classroom, and have knowledge of applying the self-learning strategy. However, in practice, their role in supporting children to achieve self-learning is affected by various factors, including: the overall ethos of the Saudi education system, the Ministry of Education’s perceptions about teaching pre-school children using the Montessori system, the teacher’s background and their years of experiences working with pre-school children, and the use of individual education plans for each child.

Language: English

ISSN: 2617-9563

Book Section

Visva-Bharati: The Transnational Centre of Education

Available from: Springer Link

Book Title: Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education

Pages: 57-73

Asia, India, Rabindranath Tagore, South Asia

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Abstract/Notes: Tagore started a school in 1901 and in 1918 he wrote, ‘…the Santiniketan School should form a link between India and the world…the epoch of narrow nationalism is coming to an end…. The first flag of victory of Universal Man shall be planted there’. This was the beginning of Visva-Bharati that finally encapsulated the school and university with its many programmes and courses under one unique integrated system. The university was a logical progression in his philosophy of education. The central idea of the university was for the east to offer to the west the best of its wealth and take from the west its knowledge. This was indeed a novel idea as the country was yet to have its own full-fledged universities. Tagore envisioned the university as the seat for research that would generate and also dispense knowledge. Tagore established the university in Santiniketan where he had founded his school. He wanted the university to offer education that was enmeshed with the Indian way of life so that knowledge grew out of the culture, society, history, literature, geography, economy, science and flora and fauna of the country. From this sense of nationalism, we see Tagore evolving into an internationalist based on equal terms of fellowship and amity between the east and the west. He shared his quest for such a centre of learning with the ideas of several noted international pedagogues. Tagore saw world problems and national interests as interrelated, and he felt that internationalism was the inner spirit of the modern age.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2014

ISBN: 978-3-319-00837-0

Series: SpringerBriefs in Education

Report

Alternative Paths to Primary Education in Rural India: Five Case Studies of GAA-Assisted Educational Projects

Available from: xasia Repository

Asia, India, South Asia

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Abstract/Notes: This study analyses five educational projects in India that are supported by German Agro Action (GAA) and the European Union (EU) and are executed on the ground by Indian NGOs. Located in different geographical parts of India, the projects follow different ideological and pedagogical approaches. The study does not claim, especially given the size and diversity of Indian society, to represent the Indian educational situation as a whole. Rather, it intends to elucidate some alternative approaches adopted by the specific projects to overcome the existing shortcomings of the Indian primary educational system. Using a range of qualitative indicators pertaining to the educational philosophy of the organisations, their curriculum, pedagogy, relationship with the state, relevance, effectiveness etc. the study critically reflects on each of the project, each of which works in areas where educational facilities are not easily accessible. The study thus helps further understanding about how the deficiencies of primary education in India, with regard to the underprivileged sections of the Indian society in particular, can be innovatively addressed. It should be noted that all findings and interpretations are those of the study team and do not necessarily represent those of GAA.

Language: English

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