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Book

PPP Paradox: Promise and Perils of Public-Private Partnership in Education

Asia, India, Montessori method of education - Criticism, interpretation, etc., Public-Private Partnerships, South Asia

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Abstract/Notes: Public–private partnerships have been in use for a long time, and in many countries, to build roads and bridges, clean rivers, and manage waste. In the last two decades, they have slowly begun to make their presence felt in the field of public education. Several countries, including the United States and India, have recently enacted laws that include partnerships with private entities as a vehicle for education reform. This book discusses a swathe of PPPs in education and assesses their approach and contribution to genuine school change. This broad and even-handed survey of a variety of policy positions is followed by specific accounts of reform efforts in two case studies―one from a partnership in middle-school change in curriculum and instruction that took place in the state of Michigan in the United States, and the other from a partnership to bring Montessori education to government-run schools in Chennai, a large Indian city.

Language: English

Published: New Delhi, India: SAGE India, 2013

ISBN: 978-81-321-1128-3

Book

Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori

Available from: Taylor and Francis Online

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Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

Language: English

Published: New York: Routledge, 1999

Edition: 1st

ISBN: 978-1-4106-0440-8

Article

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

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

Master's Thesis

The Montessori System as Education for Peace

Available from: Saint Mary's University, Patrick Power Library

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Abstract/Notes: This thesis investigates the potential of the Montessori education to contribute to building the subjective conditions for peace in the aftermath of conflict in the developing world. Information from semi-structured interviews with Montessori teachers was analyzed and six themes are identified that contribute to creating the subjective conditions of peace. The roles of school environments, experiences outside the school, teacher-student relationships, experience in nature, the Montessori curriculum, and cultivating inner peace are discussed in the context of the relevant literature of peace and conflict, peace education, and Montessori education. Finally, the thesis concludes that Montessori education has extraordinary potential to contribute to the subjective conditions of peace in post conflict situations and suggests future research on the implementation of Montessori education in the developing world.

Language: English

Published: Halifax, Nova Scotia, 2017

Doctoral Dissertation

Transformation in a Constructivist Montessori Teacher Education Program Using a Blended Course Design

Available from: SSRN

Educational change

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Abstract/Notes: This applied dissertation was designed to understand the experience of participants as they engaged in a process of transforming attitudes about teaching and learning through participation in a Montessori teacher-training program with a blended design. Participants were surveyed regarding their previous experiences in education as both student and educator, previous experiences in Montessori education, and previous experiences with distance education programs. Research questions guiding the study:Particular aspects such as self-directed learning, facilitating relationships, and learning in social contexts have been known to be considered best practice in constructivist program design, but what is the phenomenological experience of adult participants as they grapple with transforming best practice in teaching and learning with their own pre-kindergarten to eighth-grade students? 2. How do individual participants perceive the blended program influenced a personal transformation of teaching and learning? How does the perceptual transformation compare to others? 3. How do administrators perceive the blended program influenced changes to the overall school culture as a result of faculty participation in the program? 4. How consistent are standards of best practice in constructivist settings with individual perceptual transformations and perceptions of changes to school culture as well as to interactions with students?A comparative design was carried out for the study. Participant and administrator questionnaires were analyzed for patterns and insights regarding descriptions of change experienced during a blended distance education (DE) course using constructivist methodology. A final analysis of the data revealed that participants had various experiences with traditional education as students and as educational professionals. Most participants reported a lack of confidence teaching within the traditional system and subsequent relief when learning the constructivist, Montessori pedagogy and methodology. One surprising finding was that some educators were predisposed to using constructivist principles in teaching before any formal training. Another significant finding was that adults were able to guide school-age students in becoming self-directed and autonomous as learners. A third finding was that there were specific advantages of a blended DE training program design that were not present in other models of DE or face-to-face teacher training.

Language: English

Published: Fort Lauderdale, Florida, 2013

Article

Montessori as an Alternative Early Childhood Education

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 191, no. 7/8 (Early Childhood Theorists and Pioneers)

Pages: 1196-1206

Comparative education, Culturally relevant pedagogy, Early childhood education, Early childhood education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era.

Language: English

DOI: 10.1080/03004430.2020.1832998

ISSN: 0300-4430, 1476-8275

Doctoral Dissertation

The Roots and Legacies of Four Key Women Pioneers in Early Childhood Education: A Theorectical and Philosophical Discussion

Available from: British Librarty - EthOS

Margaret McMillan - Biographic sources, Maria Montessori - Biographic sources, Rachel McMillan - Biographic sources, Susan Isaacs - Biographic sources

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Abstract/Notes: Philosophical, theoretical and scientific interest in early childhood has a very long history. The idea that the early years are the foundation of children's long term prospects is one of the most ancient, enduring and influencing themes shaping early childhood policy and provision today. The motivation and purpose for this study stems from a desire to de-familiarise that which is already known in order to reflect upon, and identify new understandings of early childhood education in relation to universal values and beliefs concerning young children's learning and development. Using an interpretative paradigm, which Habermas (1984, p.109) would describe as a "double hermeneutic" as the process involves striving to re- interpret the already interpreted world, I argue that the principles, practices and provision of early childhood education in the United Kingdom today have strong roots in the innovative pedagogies of four influential women of the 19th and 20th century: Margaret and Rachel McMillan, Maria Montessori and Susan Isaacs. This study adopts a historical stance and firstly examines how early childhood education began through exploring and reflecting upon the early philosophers of the past whose ideas, values and beliefs were influential in shaping the key women pioneers' thinking. The study then moves on to examines the roots and legacies of the four women and the contribution they each made to early childhood education today. The contribution of my thesis to current knowledge and understanding of early childhood education lies firstly in the way I have synthesised the lives and work of the four women who form the focus of this thesis and secondly, in my demonstration of the way much of what constitutes effective early childhood provision has been shaped through the course of history.

Language: English

Article

Meng tai suo li richang shenghuo jineng jiaoyu dui you'er shenghuo jineng jiaoyu de qishi / 蒙台梭利日常生活技能教育对幼儿生活技能教育的启示 [The Life Skills Education For Young Children from Montessori Daily Life Skills Education]

Publication: Studies In Preschool Education, vol. 2012, no. 7

Pages: 46-48

Montessori method of education - Criticism, interpretation, etc., Practical life exercises

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Abstract/Notes: 蒙台梭利日常生活教育对幼儿生活技能教育改革具有借鉴意义。为了更好地借鉴蒙台梭利日常生活教育的相关理论,必须了解幼儿生活技能的定义和种类。在具体的幼儿生活技能教育实施过程中,首先要在理论层面上促进蒙台梭利生活教育理论的本土化;其次要充分利用蒙台梭利教具对幼儿进行生活技能教育;第三,要对幼儿教育师资进行蒙台梭利生活技能教育理论的培养和培训。 [Montessori daily life education has reference significance for the reform of children's life skills education. In order to better learn from the relevant theories of Montessori daily life education, it is necessary to understand the definition and types of children's life skills. In the specific implementation process of children's life skills education, first of all, it is necessary to promote the localization of Montessori life education theory at the theoretical level; secondly, it is necessary to make full use of Montessori teaching aids to educate children on life skills; thirdly, to Early childhood education teachers carry out the training and training of Montessori life skills education theory.]

Language: Chinese

ISSN: 1007-8169

Book

Where State Education Fails

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Abstract/Notes: Despite being published in the early part of the twentieth century many of the issues this volume discusses are still being debated in education today. The author maintains that state education is not functioning as it should – that the output is not commensurate with the outlay, that education has become too narrow in its focus and that more importance should be given to the teaching of younger children. The balance between a traditional academic education versus the skills needed for practical trades is also discussed, as is the disparity between the types of education available to rich and poor.

Language: English

Published: New York: George Routledge and Sons, 1927

Edition: 1st

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