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Article
Projects and Investigations: Emergent Curriculum in the Montessori Classroom
Available from: ISSUU
Publication: Montessori Leadership, vol. 16, no. 2
Date: 2014
Pages: 11-13
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Language: English
Master's Thesis
From My Casa to Yours: Evaluating the Possibility of Applying the Montessori Language Curriculum to the Ontario Elementary Context
Available from: Theseus (Finland)
Americas, Canada, Educational change, Language education, Montessori method of education - Criticism, interpretation, etc., North America
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Abstract/Notes: The Ontario Human Rights Commission's inquiry into how reading (an essential human right) is taught in Ontario schools revealed that Ontario’s public education system is “failing students...by not using evidence-based approaches to teach them to read.” This thesis aimed to address this failure by proposing Montessori language curriculum as a viable alternative to the current (ineffective) practices. The validity of both the new Ontario language curriculum and the Montessori language curriculum were assessed through the use of The Reading League’s Curriculum Evaluation Guidelines (CEG) and their associated workbook. The Ontario language curriculum was found to be lacking, particularly in terms of its lack of clarity, and guidance with regards to practical implementation. The Montessori language curriculum on the other hand was found to meet or surpass the Ontario Human Rights Commission’s recommendations, and in a way that can tangibly be understood and implemented. In light of these findings, Ontario school boards should seriously consider adopting Montessori language curriculum, in whole or in part, to address the systemic reading crisis. All educational stakeholders have a role to play in safeguarding children’s right to read.
Language: English
Published: Tampere, Finland, 2024
Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
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Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Article
The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift
Available from: eRepository at University of Nairobi, Kenya
Publication: International Journal of Novel Research in Education and Learning, vol. 5, no. 1
Date: 2018
Pages: 15-27
Africa, East Africa, Kenya, Sub-Saharan Africa
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Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective
Language: English
ISSN: 2394-9686
Article
Peace in the Curriculum: Practical Aspects for Creating a Saner World
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 1
Date: Fall 1992
Pages: 14-15
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Language: English
ISSN: 1071-6246
Article
Sixteen Activities for a Creative Movement Curriculum
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 4, no. 1
Date: Spring 1977
Pages: 27–37
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Language: English
ISSN: 0010-700X
Article
The Montessori Peace Curriculum: It Begins with the Teacher's Attitude
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 4
Date: Summer 1992
Pages: 21
Peace education, Public Montessori
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Language: English
ISSN: 1071-6246
Article
Retreat Will Reconsider Elementary Curriculum [AMS]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 2
Date: Winter 1995
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Un-AMIable: 'Alexandria' Curriculum Provides Rare Window on AMI Internal Debate
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 3
Date: Spring 1995
Pages: 14
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Language: English
ISSN: 1071-6246
Article
It's Elementary: Seattle Retreat May Signal Renewed Interest in Curriculum
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 4
Date: Summer 1996
Pages: 18
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Language: English
ISSN: 1071-6246