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Article
The Scientist in the Classroom: The Montessori Teacher as Scientist
Available from: ERIC
Publication: NAMTA Journal, vol. 41, no. 2
Date: 2016
Pages: 5-20
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Ginni Sackett shares insights ignited by a presentation given by Professori Raniero Regni in Rome at an AMI International Trainers Meeting. Dr. Regni stated that, "To go beyond Montessori is to rediscover Montessori. Montessori is waiting for us in the future." By re-examining Montessori's writings, Sackett traces the subtle ways in which Montessori's scientific pedagogy has gradually become more associated with the teaching profession than with that of scientists, and she urges us to remember Maria's scientific foundations: "experiment…observation…evidence or proof." Because we study "children, not brains" in a prepared environment and because we offer experiences and do not impose experiences, we are uniquely poised to "help contemporary neuroscience" and contribute to future research. [This paper was presented at the NAMTA conference titled "A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment" in Portland, OR, Mar 31-Apr 3, 2016.]
Language: English
ISSN: 1522-9734
Report
The Evaluation and Implications of Research with Young Handicapped and Low-Income Children at the Institute for Research on Exceptional Children at the University of Illinois
Available from: ERIC
Americas, Children with disabilities, Inclusive education, North America, Poor children, United States of America
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Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)
Language: English
Published: Urbana-Champaign, Illinois, 1973
Article
Der Erwachsene und das Kind in der neuen Erziehung [The Adult and the Child in the New Education]
Publication: Montessori: Blätter der Internationalen Montessori-Gesellschaft, no. 1
Date: 1932
Pages: 23-28
Maria Montessori - Writings, New Education Movement
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Language: German
Article
The Key of the Adult in the Development of Extended Interests
Publication: AMI/USA News, vol. 12, no. 4
Date: Oct 1999
Pages: 5
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Language: English
Article
The Catechesis of the Good Shepherd (According to the Montessori Principles)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1987, no. 2/3
Date: 1987
Pages: 44–46
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Language: English
ISSN: 0519-0959
Article
Let the Child Teach Himself: Let the Child Teach Himself Let the Child Teach Himself
Publication: New York Times Magazine (New York, New York)
Date: May 16, 1965
Pages: Magazine - 34-35, 42, 44, 47, 49-50
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori schools, United States of America
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Language: English
ISSN: 0362-4331
Article
La función y el papel desempeñado por la maestra en la obra de Montessori [The role and the function of the teacher in Montessori works]
Available from: Associação Sul-Rio-Grandense de Pesquisadores em História da Educação
Publication: Revista História da Educação, vol. 14, no. 32
Date: 2010
Pages: 31-51
Maria Montessori - Philosophy, Montessori method of education - Teachers, Teachers
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Abstract/Notes: A função da professora constitui um aspecto fundamental dentro do sistema teórico montessoriano. De fato, Montessori atribui à professora um papel muito delicado: facilitar o correto crescimento da criança “pai do homem”. É por isto que o papel e a função da professora montessoriana devem responder aos pontos fortes de sua teoria educativa: a necessidade de que haja uma forte idéia de escola, a necessidade de diferenciar o momento teórico do momento prático e o papel desempenhado pelo desempenho científico da professora; o respeito que ambos devem ter com a criança (nem a professora nem a ciência podem fixar a priori os resultados de cada criança: potencialmente a excelência é para todos); o xeque a qualquer pretensão de neutralidade/objetividade: quando a relação é com seres humanos é sem sentido pensar que existam técnicos capazes de transmitir conceitos de maneira asséptica. Como dito anteriormente, a professora em Montessori se pode definir como um técnico, no sentido de que não é o científico a que lê corresponde a elaboração teórica senão técnico. Um técnico que não é nem neutro nem asséptico e cuja humanidade se colocará em um primeiro plano para que possa levar a cabo seu próprio trabalho o melhor possível. [The function of the teacher constitutes a fundamental aspect inside Montessori's system of thought. She offers to teacher a very delicate role, that of helping the right growth of child as "man's father". For this reason the role and the function of Montessori teacher must correspond to the principle points of her educative theory, that is to say: the necessity to have a strong idea of school; the need of clearly separating the practical moment (teacher) from the theoretical one (scientist); the respect due to the child both by scientist and teacher (neither teacher nor scientist can pre-established the results of the single child: potentially everyone can become an excellent pupil); the defeat of the idea of neutrality/absolute objectivity, that is to say that when you deal with human being you cannot pretend to transmit notions in a neutral way. Starting from this assumptions Montessori teacher can be certainly defined a technician, but she is a new kind of technician, because she isn't neutral, but on the contrary her humanity is in the foreground so that she can become an excellent teacher. / La función de la maestra constituye un aspecto fundamental dentro del sistema teórico montessoriano. De hecho, Montessori le atribuye a la maestra un papel muy delicado: facilitar el correcto crecimiento del niño "padre del hombre". Es por esto que el papel y la función de la maestra montessoriana deben responder a los puntos de fuerza de su teoría educativa: la necesidad de que haya una fuerte idea de escuela; la necesidad de diferenciar el momento teórico del momento práctico y el papel desempeñado por el científico del desempeñado por la maestra; el respeto que ambos deben tener del niño (ni la maestra ni el científico pueden fijar a priori los resultados de cada niño: potencialmente la excelencia es para todos); el jaque mate a cualquier pretensión de neutralidad/objetividad: cuando la relación es con seres humanos es un sinsentido pensar que existan técnicos capaces de traspasar nociones de manera aséptica. Según cuanto dicho anteriormente, la maestra en Montessori se puede definir como un técnico, en el sentido de que no es el científico al que le corresponde la elaboración teórica sino un técnico. Un técnico que no es para nada ni neutro ni aséptico y cuya humanidad se colocará en un primer plano para que pueda llevar a cabo su propio trabajo lo mejor posible.]
Language: Portuguese
ISSN: 2236-3459
Article
The Concept of Liberty and the Delineation of Authority as Found in the Writings of Maria Montessori
Publication: American Montessori Society Bulletin, vol. 9, no. 1
Date: 1971
Pages: 1-15
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Language: English
ISSN: 0277-9064
Article
A Step Forward Towards the Future: The Social Party of the Child (1937)
Publication: AMI Journal (2013-), vol. 2013, no. 1-2
Date: 2013
Pages: 58-62
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Abstract/Notes: Also AMI Communications, n4 8-13 1969
Language: English
ISSN: 2215-1249, 2772-7319
Article
Shadow Education in Denmark: In the Light of the Danish History of Pedagogy and the Skepticism Toward Competition
Available from: SAGE Journals
Publication: ECNU Review of Education, vol. 4, no. 3
Date: Sep 2021
Pages: 546-565
Denmark, Europe, Nordic countries, Scandinavia, Scandinavia
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Abstract/Notes: Purpose: This article investigates the role of private supplementary tutoring in Denmark in light of the country's pedagogical traditions in schools and leisure spheres. Design/Approach/Methods: Although tutoring activities are increasing, the phenomenon is not as prevalent in Denmark as in many other countries. In this article, we look in to the history of Danish pedagogy for answers as to why this is the case. In the analytical sections of the article, we include research on parental values of child-rearing, as well as findings from a pilot study on Danish families purchasing private supplementary tutoring, the public debate about private tutoring, and contemporary youth research. Findings: With a solid emphasis on democracy and equality in Danish pedagogy, the conditions for increasing private supplementary tutoring in Denmark have been challenged. However, a current focus on global competition, formal competencies, and higher academic performance among children and young people suggests that providers of private tutoring perhaps face a brighter future also in Denmark. Originality/Value: This article addresses a new field of qualitative research on private supplementary tutoring in Denmark and may be a platform for further reflection and empirical research.
Language: English
ISSN: 2096-5311