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Book Section

Play and Work in Education

Book Title: Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929

Pages: 369-372

Denmark, Europe, International Conference of the New Education Fellowship (5th, Helsingør/Elsinore, Denmark, 8-21 August, 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, Northern Europe, Scandinavia, Theosophical Society, Theosophy

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Language: English

Published: New York: A. A. Knopf, 1930

Article

Qian tan ruhe xuexi meng tai suo li de ertong zaoqi jiaoyu sixiang / 浅谈如何学习蒙台梭利的儿童早期教育思想 [What We Learn from Montessori the Great Education on Early-Childhood Education]

Publication: Taiyuan Jiaoyu Xueyuan Xuebao/Taiyuan Institute of Education / 太原教育学院学报 / Journal of Taiyuan Institute of Education, vol. 22, no. 3

Pages: 13-17

Montessori method of education - Criticism, interpretation, etc., ⛔ No DOI found

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Abstract/Notes: 近年来早期教育和亲子教育的新发展大都是学习和借鉴蒙台梭利教育法,并把对蒙台梭利教育法的学习和运用不断推向高潮.持续不断的幼儿园教育改革也汲取了不少蒙台梭利教育的养料,向蒙台梭利学习,成了幼儿教育的时尚. [In recent years, most of the new developments in early childhood education and parent-child education are learning and borrowing from the Montessori education method, and the study and application of the Montessori education method have been pushed to a climax. The continuous reform of kindergarten education has also learned from Less nutrients for Montessori education and learning from Montessori has become the fashion of early childhood education.]

Language: Chinese

ISSN: 1008-8601

Article

✓ Peer Reviewed

Women’s Role in Early Childhood Education in Europe

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 25, no. 1

Pages: 67-75

Europe, Feminism

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Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...

Language: English

DOI: 10.1007/BF03174635

ISSN: 0020-7187, 1878-4658

Article

✓ Peer Reviewed

Instituto Nueva Escuela and Montessori Education Reform in Puerto Rico: 'We Count in a Different Way'

Available from: Digital Library of the Caribbean

Publication: Sargasso - Transforming Pedagogy: Practice, Policy, and Resistance, vol. 2018-2019, no. 1/2

Pages: 97-122

Americas, Caribbean, Latin America and the Caribbean, Public Montessori, Puerto Rico

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Abstract/Notes: This article examines the trajectory of a public Montessori education movement in Puerto Rico, which has grown the largest concentration of public Montessori schools in the Caribbean and the U.S. and legally established a Montessori Education Secretariat within the public system, a groundbreaking precedent for public Montessori education worldwide. For almost three decades, a grass-roots movement led by the non-profit organization Instituto Nueva Escuela has been implementing a school transformation model built on the cornerstones of collective governance, family engagement, and Montessori pedagogy. This study explores how the movement has unleashed the agency of disenfranchised school communities to radically reform traditional public education in Puerto Rico. In the wake of Hurricane María and facing extreme austerity measures, the movement empowered collective resistance to fight for and win some of its most significant achievements, and offers innumerous lessons for the future of education reform in the Caribbean and beyond. [Este artículo examina la trayectoria de un movimiento de educación pública Montessori en Puerto Rico, que ha creado la concentración más grande de escuelas públicas Montessori en el Caribe y los EE.UU. y estableció legalmente una Secretaría Auxiliar de Educación Montessori dentro del sistema público, un precedente innovador para la educación pública Montessori mundial. Durante casi tres décadas, el movimiento comunitario liderado por la organización sin fines de lucro Instituto Nueva Escuela ha estado implementando un modelo de transformación escolar basado en los tres pilares de la gobernanza colectiva, las familias y la pedagogía Montessori. El estudio explora cómo el movimiento ha desencadenado la autogestión de las comunidades escolares más marginadas para reformar la educación pública tradicional en Puerto Rico radicalmente. Después del huracán María y enfrentando medidas extremas de austeridad, el movimiento empoderó la resistencia colectiva para luchar y ganar algunos de sus logros más significativos, y ofrece innumerables lecciones para el futuro de la reforma educativa en el Caribe y más allá.]

Language: English

ISSN: 1060-5533

Doctoral Dissertation

Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice

Available from: Stephen F. Austin State University

Cosmic education, Social justice

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Abstract/Notes: This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.

Language: English

Published: Nacogdoches, Texas, 2017

Article

✓ Peer Reviewed

Introduction of Montessori Education to a Remote Indigenous Early Childhood Program: A Study of the Ways in Which Aboriginal Students Respond

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 2

Pages: 33-60

Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Montessori method of education, Oceania

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Abstract/Notes: This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

Language: English

DOI: 10.17161/jomr.v4i2.6715

ISSN: 2378-3923

Book Section

The Education of the Movements

Book Title: Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929

Pages: 145-149

Claude Albert Claremont - Writings, Denmark, Europe, International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Montessori method of education - Criticism, interpretation, etc., Movement education, New Education Fellowship, Northern Europe, Physical education, Scandinavia, Theosophical Society

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Language: English

Published: New York: A. A. Knopf, 1930

Book Section

Psychological Principles in Education

Book Title: Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929

Pages: 354-358

Denmark, Europe, International Conference of the New Education Fellowship (5th, Helsingør/Elsinore, Denmark, 8-21 August, 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, Northern Europe, Scandinavia, Theosophical Society, Theosophy

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Language: English

Published: New York: A. A. Knopf, 1930

Doctoral Dissertation

Holistic Education: Its Philosophical Underpinnings and Practical Application

Available from: Oxford University

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Abstract/Notes: The holistic education (HE) movement is loosely organised across the globe through organisational networks and particular schooling philosophies such as Montessori and Waldorf/Steiner. Movement actors define themselves in juxtaposition to what they see as public educational establishments with very different values. Given HE’s predisposition to emphasise many of the personal and social aspects of student growth that critics of mainstream schooling find lacking within the conventional education system, there has been a growing interest in ways to make these approaches more widely available within the state system. This study begins by examining the philosophical underpinnings of the holistic worldview and its implications for education through an analysis of the work of the three main HE thinker/practitioners, Maria Montessori, Rudolf Steiner and Jiddu Krishnamurti. It goes on to examine how HE ideas parallel and can be understood through the lens of the absolute idealist framework in a way that allows for a more critical examination of holistic theory and practice. With regard to the aims of education, one of HE’s defining characteristics is the emphasis it places on the development of persons through the vehicle of community and relationships. The holistic philosophy affects the work of schools in five main areas: growth as a person, development of community, notions of authority and discipline, the development of knowledge and understanding (curriculum), and modes of teaching and assessment. All of these areas are examined in turn. The study concludes with an examination of the challenges involved in implementing holistic principles and practices in a state school through a case study of an English secondary school which has been adopting a holistic model. The school’s experiences, including the results of a state inspection by Ofsted during its second year, provide some insight into the process for other schools wishing to adopt a holistic model; these include, the importance of working with a coherent theoretical framework including specific principles for practice, and of engaging in particular approaches to professional development. The school’s experience also demonstrates the need for changes to be made to the Ofsted inspection process if the government is serious about supporting schools adopting innovative approaches to education.

Language: English

Published: Oxford, England, 2007

Article

✓ Peer Reviewed

The Effectiviness of Montessori Education Method in the Acquisition of Concept of Geometrical Shapes

Available from: ScienceDirect

Publication: Procedia: Social and Behavioral Sciences, vol. 1, no. 1

Pages: 1163-1166

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Abstract/Notes: Montessori metod is an education program which is comed about and developed spontaneously and intends to gives children an opportunity to be able to improve themselves and to have freedom of movement and activity in a prepaned environment. The materials planned specially for Montessori method are being used to acquire the concept of geometrical shapes. In this regard, the effectiveress of Montessori Education and the Minister of Education of preschool curriculum has been evaluated on the acquisition of geometrical shapes concepts to 4-5 year-old children in preschool. It has been concluded that the acquisition of geometrical shapes concept of children who received Montessori Education is much more successful than the children who received traditional education.

Language: English

DOI: 10.1016/j.sbspro.2009.01.209

ISSN: 1877-0428

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