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703 results

Article

The Pearl of Uganda: Journal of a Formation Leader

Publication: The Catechesis of the Good Shepherd, vol. 22

Pages: 25–29

Africa, East Africa, Sub-Saharan Africa, Uganda

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Language: English

Doctoral Dissertation

Nisaidie nif anye mwenyewe, Pomogi mne eto sdelat' samomu: A comparative case study of the implementation of Montessori pedagogy in the United Republic of Tanzania and The Russian Federation

Available from: ProQuest Dissertations and Theses

Africa, Comparative education, East Africa, Eastern Europe, Europe, Russia, Sub-Saharan Africa, Tanzania

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Abstract/Notes: The system of education developed by Maria Montessori, noted Italian feminist, anthropologist and physician, is the single largest pedagogy in the world with over 22,000 public, private, parochial, and charter schools on six continents, enduring even as other teaching methods have waxed and waned. Despite its international diffusion and longevity, research into the pedagogy is glaringly absent from mainstream educational literature. The purpose of this study is, first, to explore Dr. Montessori's involvement in international conferences and examine how the exchange of ideas by participants may have influenced her pedagogy. Second, this study investigates the implementation of Montessori pedagogy in two countries, the United Republic of Tanzania and the Russian Federation, focusing on the interplay of teacher training, classroom practice, and culture. This comparative multiple case study was designed to differentiate what is universal in the Montessori pedagogy and what is country specific or culture bound. Observations in classrooms guided by a checklist of ten essential elements, interviews with teachers, trainers and leaders of Montessori associations, and historical and contemporary documents are the primary sources of data. The results of the data indicate that limited economic resources, the quality of training, government regulations and availability of Montessori books translated into the Kiswahili and Russian languages influence the implementation of Montessori pedagogy in the United Republic of Tanzania and the Russian Federation to a greater extent than culture. Montessori pedagogy as implemented in Tanzania is thriving and is providing much needed quality education for young children. Several factors influence its implementation, but poverty permeates through all the classrooms and is the most significant. Montessori pedagogy as implemented in Russia also is thriving, in spite of the challenge of consistent training. Impressive efforts such as the work of the Belgorod Montessori Study Center to develop the theoretical understanding and practical applications of cosmic education and Michailova Montessori School's experiment in integrating into a self-managed government school may determine whether Montessori remains on the periphery of pedagogy or moves to the center, influencing future policy.

Language: English

Published: Minneapolis, Minnesota, 2010

Article

Feed My Lambs [Catechesis in Uganda]

Publication: The Catechesis of the Good Shepherd, vol. 19

Pages: 26–29

Africa, East Africa, Sub-Saharan Africa, Uganda

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Language: English

Article

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 1, no. 1

Pages: 14-27

African American community, African Americans, Americas, Comparative education, Montessori method of education, Montessori schools, North America, Public Montessori, School discipline, Teacher-student relationships, United States of America

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Abstract/Notes: Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.

Language: English

DOI: 10.17161/jomr.v1i1.4941

ISSN: 2378-3923

Bachelor's Thesis

The Century of the Child: Bramely View Montessori School

Africa, Bramely View Montessori School, Montessori schools, Southern Africa, Sub-Saharan Africa

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Language: English

Published: Johannesburg, South Africa, 2002

Article

Montessori in Tanzania

Publication: Around the Child, vol. 13

Pages: 14-16

Africa, East Africa, Muriel I. Dwyer - Writings, Sub-Saharan Africa, Tanzania, ⛔ No DOI found

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Language: English

ISSN: 0571-1142

Article

Montessori Grows in Tanzania

Available from: ProQuest

Publication: Montessori Life, vol. 26, no. 3

Pages: 26-30

Africa, East Africa, Sub-Saharan Africa, Tanzania, ⛔ No DOI found

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Abstract/Notes: Imagine going back in time and being the guiding spirit in Montessori's first "Casa dei Bambini" but with all the knowledge and skills developed as a Montessori teacher today. That is precisely the privilege this author has had as, over the past 2 years, she has worked to establish an Early Childhood Montessori program in Usa River, Tanzania. In this article, the author shares her experience in establishing this program.

Language: English

ISSN: 1054-0040

Article

Rwanda Aid Architect's Montessori Project

Available from: Building Design Online

Publication: Building Design

Africa, East Africa, Rwanda, Sub-Saharan Africa

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Language: English

ISSN: 0007-3423

Article

Health and Well-Being: Challenges for Nawantale, Uganda

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 1

Pages: 67–70

Africa, East Africa, Sub-Saharan Africa, Uganda, ⛔ No DOI found

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Abstract/Notes: This story goes back to an email in 2006 that Eva Shaw, a former HIV/AIDS volunteer in Uganda sent to her mother Kay Grosso, shortly after some 50 mud huts were destroyed in a flood in the village of Nawantale, far away from Uganda's capital, Kampala. Shaw asked her mother to help in organizing mosquito netting and tents. Kay Grosso and Eva Shaw have written companion articles on both a personal and academic level how extreme poverty, minimal healthcare, and missing intergenerational educational contexts cry out for successful Montessori intervention.

Language: English

ISSN: 1877-539X

Article

The Long, Red Dirt Road to School [Nawantale, Uganda]

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 1

Pages: 56–66

Africa, East Africa, Sub-Saharan Africa, Uganda, ⛔ No DOI found

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Language: English

ISSN: 1877-539X

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