Abstract/Notes: El escrito se fundamenta en una revisión curricular desde lo planteado y lo ejecutado en la Escuela Normal Superior Distrital María Montessori, cuyo fin esevidenciar los alcances positivos y negativos del enfoque pedagógico. Losparámetros tenidos en cuenta para la revisión se remiten a la relación quemantienen docentes y estudiantes, la cual vincula varios procesos educativosentre los cuales se enfatiza en la evaluación y el proceso de enseñanza dirigidapor el docente. Como respuesta a este seguimiento se tiene que la evaluación enla escuela no ha logrado transgredir las barreras de la educación tradicional,resumiéndose en una cuestión sumativa, que cumple vagamente con lo expuestoen la educación constructivista. Así mismo el manejo de las sesiones por parte deldocente, resulta atractiva a los estudiantes, sin embargo puede ser másproductiva.

Language: Spanish

DOI: 10.17227/01203916.3464

ISSN: 2323-0126

Abstract/Notes: Neste texto é apresentado um enredo acerca da circulação de Maria Montessori a partir fontes localizadas na Itália, fruto de um estágio sanduíche cujo um dos objetivos foi de estabelecer fios narrativos que pudessem contribuir para melhor entender aspectos que estão relacionados à circulação de Montessori e o seu contexto de produção de saberes para a formação e o ensino nas primeiras décadas do século XX. É possível dizer, pós análise, que a sistematização da proposta de Montessori na forma escrita contribuiu para a divulgação do seu método, haja vista o “boom” pós publicação da Pedagogia Científica e a publicações de artigos de revistas por ela organizadas. Vale dizer, também, que os cursos de formação de professores ganharam, também, papel importante para a circulação do seu método, haja vista as convocatórias a Montessori feitas por parte do Estado, que podem ser consideradas como reconhecimento de uma expertise para responder à uma demanda prática à época. [This text presents a plot about the circulation of Maria Montessori from sources located in Italy, the result of a sandwich stage whose objective was to establish narrative threads that could contribute to better understanding aspects that are related to the circulation of Montessori and its context of knowledge production for training and teaching in the first decades of the 20th century. It is possible to say, after analysis, that the systematization of Montessori's proposal in written form contributed to the dissemination of his method, given the boom after the publication of Scientific Pedagogy and the publication of articles in journals organized by it. It is also worth mentioning that teacher training courses have also gained an important role in the circulation of their method, given the calls to Montessori made by the State, which can be considered as recognition of an expertise to respond to a practical demand at the time.]

Language: Portuguese

ISSN: 2447-6447

Abstract/Notes: Using 232 studies, this meta analysis reviewed the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as "whole-school" or "comprehensive" reforms. In addition to reviewing the overall achievement effects of comprehensive school reform (CSR), the meta analysis considered the specific effects of 29 of the most widely implemented models. It also assessed how various CSR components, contextual factors, and methodological factors associated with the studies mediate the effects of CSR. The analysis concludes that CSR is still an evolving field and that there are limitations on the overall quantity and quality of the research base. The overall effects of CSR, though, appear promising and the combined quantity, quality, and statistical significance of evidence from three of the models in particular set them apart from the rest. Whether evaluations are carried out by the developer or by third-party evaluators and whether these evaluators use one-group pre-post designs or control groups are especially important factors for understanding differences in CSR effects. Schools implementing CSR models for five years or more showed particularly strong effects, but the models benefited equally schools of higher and lower poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based models capable of bringing comprehensive reform to the nations schools. One appendix lists studies included in the meta analysis, and the other discusses CSR design characteristics. (Contains 1 figure, 5 tables, and 74 references.) (SLD) Also included in JSTOR: https://www.jstor.org/stable/3516091

Language: English

DOI: 10.3102/00346543073002125

ISSN: 0034-6543, 1935-1046

Abstract/Notes: This article uses the case of independent charter schools in Milwaukee, Wisconsin, to test whether New Public Management style reforms are compatible with the public administration pillar of social equity. Using three years of data, the author identifies inequities in access and outcomes due to the structural differences between charter and traditional public schools. Structural differences include governance, admissions, and transportation policies. Overall, independent charter schools serve fewer Black pupils, are less accessible, but do obtain comparatively better achievement scores. The article concludes with suggestions on how metagovernance can be used to ensure social equity in decentralized governance reforms. The study demonstrates how social equity can be analytically evaluated in a governance reform environment, and provides guidance on how structural barriers to social equity can be overcome in complex governing networks.

Language: English

DOI: 10.1080/10999922.2021.1908730

ISSN: 1099-9922

Abstract/Notes: The realities of child development defy efforts to categorize children's abilities and attainments within the conventional graded structure. Pupil readiness varies, and children progress in all subjects at different rates. The development of multiage or cross-age groupings, sometimes coordinated with youngsters in tutoring programs, has produced promising outcomes, especially in the affective and social skills areas. (26 references) (MLH)

Language: English

DOI: 10.1177/019263659507956805

ISSN: 0192-6365

Abstract/Notes: Nella riflessione montessoriana, la figura dell’insegnante risulta essere centrale e assume significati altamente innovativi, rivelando un grado estremo di complessità. La formazione rappresenta infatti un itinerario in fieri, continuamente rivisto e riaggiornato da parte dei docenti, in quanto fondata sul principio e sulla pratica costante dell'osservazione. / In reflection of Maria Montessori, the figure of the teacher is central and assumes significant meaning, revealing an extreme degree of complexity. In fact, the training represents an itinerary in fieri, continually revised and amended on the part of teachers. In addition it is based on principle and constant practice of observation.

Language: Italian

DOI: 10.12897/01.00054

ISSN: 2240-9580

Abstract/Notes: L'articolo descrive le esperienze del Master di I livello e del Corso di Perfezionamento e Aggiornamento Professionale in “Didattica e Psicopedagogia per i Disturbi Specifici di Apprendimento” nati a partire dall'A.A. 2011-12 nell'ambito dell'Università degli Studi di Foggia su iniziativa dell’unità di ricerca del Laboratorio ERID (ERID Lab • Educational research & Interaction Design). I corsi hanno previsto due edizioni e sono stati realizzati per insegnanti di differente formazione, al fine di fornire loro le conoscenze e le competenze necessarie ad un adeguato approccio con alunni e studenti con Disturbi Specifici di Apprendimento (DSA). I due percorsi formativi, realizzati nel contesto di un’azione sincretica che ha coinvolto il Ministero dell’Istruzione, dell’Università e della Ricerca (MIUR) e la Conferenza Nazionale dei Presidi delle Facoltà di Scienze della Formazione, sono stati attivati sulla base delle convenzioni siglate tra l’Ufficio Scolastico Regionale per la Puglia e le Facoltà di Scienze della Formazione presenti nel territorio regionale pugliese. I corsi esprimono l’esigenza di offrire un valido servizio a quanti operano nell’ambito della formazione per i DSA, dando attuazione alla nuova politica sull’inclusione promossa dal MIUR. Più specificatamente, il presente contributo intende indagare le ragioni della validità delle esperienze descritte e vuol dimostrare il ruolo rilevante a livello nazionale di tale intervento sistemico concretizzato, in questo particolare ambito di interesse, attraverso una didattica di tipo blended. / The paper describes the experience of the Master and Specialization Course in “Teaching and Educational Psychology for Specific Learning Disabilities”, held in University of Foggia, starting at years 2011-12, by the research unit of ERID Lab • Educational research & Interaction Design. These courses included two editions and were designed for teachers from different backgrounds, in order to provide them with the knowledge and skills necessary for an adequate approach with students and learners with Specific Learning Disorders (SLD). The courses have been realized as a part of a syncretic action involving the Ministry of Education, University and Research (MIUR) and the National Conference of Deans of the Faculties of Education, based on the agreements made between the “Regional Scholastic Office for Puglia” and the Faculties of Education of the universities of Puglia region. The two training programmes arise from the need to offer a valuable service to those people working in the education field and, specifically, in relation to the SLD, giving implementation to the new policy for inclusion promoted by MIUR. More specifically, the present paper aims to investigate the reasons for the validity of the described experiences and to demonstrate the substantial role in the national context of this intervention concretized through a systemic blended didactic in this particular area of ​​interest.

Language: Italian

DOI: 10.12897/01.00058

ISSN: 2240-9580

Abstract/Notes: The dynamic and complex nature of children’s sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the Çankaya and Çayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools’ students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers’ formation of Interior spatial design. [Anaokullarının mekansal oluşumu,çocuğun,değişen fiziksel çevre koşullarına bağlı olarak gelişen karmaşık ve dinamik bir etkileşim sürecidir. Farklı kültürel koşullar, ilişkiler ve parametreler bu mekanlarda pedagojik, psikolojik ve biyolojik gereksinimleri doğurmaktadır. Bu çalışmanın amacı çocukların ev dışında en çok vakit geçirdiği ana okullarının mekan oluşumunda etkili olan kültürel parametrelerin, boyut ve bağlamını ortaya koymaktır. Literatür taraması, mülakat ve istatistiksel araştırma sonucunda elde edilen verilere göre; Eğitim Modeli, Socio-Ekonomik koşullar, Yetişkin ölçütü, Çocuk-Eğitim-Ebeveyn İlişkileri ve Konum Kültür ile ilişkilidir. Bu kavramsal İlişkiler çalışmanın gövdesini oluşturmaktadır. Yukarıda belirtilen unsurlarla ilişkili olarak Ankara Çankaya ve Çayyolu semtlerinde yer alan anaokullarında anket çalışması yapılmıştır. Anketler, bahsi geçen bölgede 15 Anaokulunda 200 katılımcıya uygulanmıştır. Anaokulları Montessori eğitim modeli uygulayan, İngilizce eğitim veren, fiziksel şartları ile öne çıkan ve bir markanın zinciri olmak üzere sınıflandırılmıştır. Sonuç olarak, yapılan farklı sınıflandırmalara bağlı olarak, değişen kültürel parametrelerin Anaokullarının mekansal oluşumunda direk ve dolaylı etkisi bulunmaktadır.]

Language: English

DOI: 10.5505/megaron.2017.49469

ISSN: 1309-6915

Abstract/Notes: Man's Formation for World Reconstruction [Program]: The 8th International Montessori Congress, Conducted by Maria Montessori, San Remo, 22-29 August, 1949

Language: Italian

Published: Roma, Italy: Lamagna, [1949]

Language: Hungarian

ISSN: 1785-5519, 2732-253X