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Book Section
Giuseppe Lombardo Radice and the teachers’ network in Tessin: Tracing an ‘educational- cultural transfer’ through the pages of L’educatore della Svizzera italiana
Book Title: Giuseppe Lombardo Radice in the Early 20th Century: A Rediscovery of His Pedagogy
Pages: 135-147
Early childhood care and education, Early childhood education, Education - History, Europe, Giuseppe Lombardo Radice - Biographic sources, Italy, Preschool education, Southern Europe, Switzerland, Western Europe
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Language: English
Published: Lausanne, Switzerland: Peter Lang, 2023
Edition: 1st
ISBN: 978-3-631-89586-3 978-3-631-89587-0 978-3-631-88286-3
Series: Erziehung in Wissenschaft und Praxis , 16
Report
Gambits: Educational Innovations in San Mateo County
Available from: ERIC
Early childhood care and education, Early childhood education, Montessori schools
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Abstract/Notes: Described are 12 innovative PACE projects in San Mateo County, California, which were developed with Elementary and Secondary Education Act Title III funds. Among the projects are--a preschool center, an industrial arts program, an elementary school music program, and adult job training. Others are--an identification and intervention project for emotionally disturbed children and families, upward bound summer programs, an elementary school project using multimedia audiovisual materials, and an educational resources center. One project has established a Montessori preschool. There is also a program emphasizing computer assisted instruction and one to enhance student self-image.
Language: English
Published: Redwood City, California, 1968
Book Section
Il Quartiere di San Lorenzo: Storia dell'Incontro tra un progetto di Riqualificazione Edilizia e la Rivoluzione Educativa di Maria Montessori / The San Lorenzo Neighbourhood: History of an Encounter Between a Building Reclaiming Project and Maria Montessori's Educational Revolution
Book Title: Roma 1907: La Prima Casa dei Bambini di Maria Montessori / The First Children's House of Maria Montessori
Pages: 39-54
Children's House (Casa dei Bambini), Europe, Italy, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, Southern Europe
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Language: English, Italian
Published: Rome, Italy: Opera Nazionale Montessori, 2006
ISBN: 88-88227-33-4
Book
Album didattico Montessori: attività per imparare la matematica: la guida per l'insegnante [Montessori educational album: activities for learning mathematics: the teacher's guide]
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
Published: Trento, Italy: Centro studi Erickson, 2022
ISBN: 978-88-590-2966-3
Article
Unveiling Alternative Schools: A Systematic Review of Cognitive and Social-Emotional Development in Different Educational Approaches
Available from: ScienceDirect
Publication: Children and Youth Services Review
Date: Jan 28, 2024
Pages: Article 107480
Alternative education, Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Social emotional learning, Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.
Language: English
DOI: 10.1016/j.childyouth.2024.107480
ISSN: 0190-7409
Doctoral Dissertation (Ed.D.)
A Theological Analysis of the Educational Method of Maria Montessori Using an Inverse Consistency Protocol
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The Montessori approach to education has been embraced by a wide variety of educators around the world. Ironically, though, as secular educators have accepted Maria Montessori’s pedagogical methods, little research has been conducted by Christians especially in relation to the driving force of her approach: the intrinsic spirituality of children. Through the consideration of Montessori’s primary source writings, the aim of this thesis is to summarize this often-neglected component of children’s spirituality in Montessori’s own words. In so doing, the spiritual nature of the Montessori method is articulated and compared to an orthodox Christian view of children’s spirituality. The researcher examines Montessori’s educational perspective with specific attention to her view of the child, environment, and teacher as well as her Catholic Christian foundations. Utilizing the Inverse Consistency Protocol, the researcher provides a theological analysis of the Montessori method to determine what is congruent/incongruent with the Christian faith and identify what is potentially useful in Christian contexts. The hope is to provide Montessori-curious evangelical Christians some insights into the spiritual nature of this educational phenomenon. Chapter 1 provides a brief introduction and background of the Montessori method. In chapter 2, the researcher attempts to articulate Montessori’s key principles and assertions from her published works (books, articles, and lectures), giving special attention to how her Catholic faith influenced her view of the spiritual nature of children. Chapter 3 interacts with past Christian sources that have sought to provide analyses of what Montessori said in her writings. Some of these include individuals such as Sofia Cavalletti, Gianna Gobbi, Jerome Berryman, Sonja Stewart, Catherine Stonehouse, and Scottie May. Chapter 4 builds upon the prior two chapters by employing the Inverse Consistency Protocol as a method to analyze and evaluate the final iteration of Montessori’s writings from an orthodox, Christian perspective. Lastly, chapter 5 concludes this study by considering implications for Christian educators and suggests potential avenues for further study.
Language: English
Published: Louisville, Kentucky, 2023
Article
The Development of Reading and Writing Based on Montessori Educational Materials / Развитие Чтения И Письма На Основе Учебных Материалов Монтессори
Available from: W Portfolio
Publication: Eurasian Humanitarian Journal / Евразийский гуманитарный журнал, vol. 2023, no. 4
Date: 2023
Pages: 68-80
Asia, China, East Asia, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Taiwan
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Abstract/Notes: The study presents the results obtained in the long-term project “Taiwan preschool English classes: Montessori and non-Montessori approaches”. The article focuses on the analysis of the Montessori materials commonly implemented for teaching very young learners of English. Their teaching materials (e.g. vowel matching cards, sandpaper letters, sentence analysis signs) help to develop all four skills of English at the very early age. Furthermore, they let the kindergartners get acquainted with some metalinguistic knowledge of phonology (e.g. phonics, sound blend), syntax (sentence structure with parts of speech), morphology (building words) etc. Such deeper learning of English as foreign language by very young learners in a playful way leads to the fact that 4-6 years old Taiwanese children have a good foundation of basic English in speaking, reading, listening and writing, while growing in non-naturalistic environment of English. / В статье представлены результаты, полученные в рамках долгосрочного проекта «Тайваньские дошкольные занятия по английскому языку: Методика Монтессори и не-Монтессори». Статья посвящена анализу учебных пособий Монтессори, используемых для дошкольного обучения английскому языку (например карты соответствия гласных, наждачные буквы, знаки для анализа предложений), помогают развить все четыре навыка английского языка в самом раннем возрасте. Кроме того, они позволяют дошкольникам познакомиться с некоторыми металингвистическими знаниями фонологии (пр. фониксы), структуры предложений (с частями речи), морфологии (построение слов) и т. д. Такое более глубокое изучение английского языка как иностранного дошкольниками в игровой форме приводит к тому, что 4-6-летние тайваньские дети имеют хороший фундамент базового английского языка в разговорной речи, чтении, аудировании и письме, при этом не живя в среде английского языка.
Language: English
ISSN: 2587-6589
Article
Effective Learning Spaces: A Comparative Review of Educational Methods from Progressive Perspectives
Available from: Online Journal of Art and Design
Publication: Online Journal of Art and Design, vol. 12, no. 1
Date: Jan 2024
Pages: 255-270
Classroom environments, Comaprative education, Learning environments, Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: It is undeniable that education is critical the evolution of modern societies. However, there are factors that affect schools in various ways, such as social, political and technological movements. Unfortunately, the schools have failed to keep up with the changes and transformations and still mostly facilitate the educational attitudes and philosophies adopted from the past century (Baker, 2012). Educational buildings, where teaching and learning activities take place, are important part of the education system. School buildings serve not only as educational facilities, but also as an important asset of the community and as a source of dominant aspects of education (Moore & Lackney, 1994). But more importantly, the extent to which school buildings enhance education has become an important issue for policy makers, educators, and design researchers, where it is also seen as a major focus in the fields of architecture and education. The needs in today’s education system raise several that require immediate attention - what kind of schools and classrooms would we like to have in the future and how should we improve the schools that we have today? Even though the structure of classes and the overall educational activities have been transforming globally, we still observe traditional classroom settings where students are seated in rows regardless of the teaching methods that the teachers engage in and the teachers’ interaction levels with students. Moreover, traditional classrooms are based on the concept that teacher is the only authority where students are not directed to see their peers as a source of learning or supported to interact and teach each other (Sharan, 1999). However, ideally, learning should occur in an environment that can allow students to engage with the concepts that are being used by teachers with a maximum opportunity. This approach promotes the idea that students should become a part of the teaching practice in classrooms, rather than being passive receivers. In addition, it is important to have a broad sense of communication in classroom environments. It is teachers’ task to create an environment for students for “the collision of reflections” that will eventually lead to students’ skills and intelligence to express their opinions and develop outcomes forming bases for knowledge building. Therefore, teachers’ role in classrooms and their interaction with students through their attitudes and motivational strategies play a crucial role in the overall teaching-learning process (Turner et.al., 2002).
Language: English
ISSN: 2301-2501
Article
Conference of Educational Associations; Montessori Society
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jan 9, 1959
Pages: 38
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Language: English
ISSN: 0040-7887
Article
Sir, In Last Week's Educational Supplement I Read...
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: May 12, 1921
Pages: 216
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Language: English
ISSN: 0040-7887