Language: German

Published: Düsseldorf, Germany: Schwann, 1982

Edition: 1st ed.

ISBN: 978-3-590-14250-3 3-590-14250-2

Series: Schwann Pädagogik

Language: German

Published: Innsbruck, Germany: [s.n.], 1999

Abstract/Notes: This study analyses five educational projects in India that are supported by German Agro Action (GAA) and the European Union (EU) and are executed on the ground by Indian NGOs. Located in different geographical parts of India, the projects follow different ideological and pedagogical approaches. The study does not claim, especially given the size and diversity of Indian society, to represent the Indian educational situation as a whole. Rather, it intends to elucidate some alternative approaches adopted by the specific projects to overcome the existing shortcomings of the Indian primary educational system. Using a range of qualitative indicators pertaining to the educational philosophy of the organisations, their curriculum, pedagogy, relationship with the state, relevance, effectiveness etc. the study critically reflects on each of the project, each of which works in areas where educational facilities are not easily accessible. The study thus helps further understanding about how the deficiencies of primary education in India, with regard to the underprivileged sections of the Indian society in particular, can be innovatively addressed. It should be noted that all findings and interpretations are those of the study team and do not necessarily represent those of GAA.

Language: English

Published: Bonn, Germany, Nov 2006

Abstract/Notes: Straipsnyje pateikiama alternatyvių ugdymo įstaigų samprata, išryškinamas poreikis kurti alternatyvias ugdymo įstaigas. Siekiama parodyti jų istorinę raidą, atskleisti ištakas ir sąsajas su XX a. pradžios naujosiomis ir progresyviomis mokyklomis Vakarų Europoje ir JAV. / The article presents the conception of alternative schools, emphasizes the need to establish alternative educational institutions. Also the tips of alternative schools are presented: independent, religious community, some private, humanistic schools - M. Montessori, Waldorf, experimental schools, alternative state schools - „magnet", charter and others (other classifications exist too). The main attention is paid to Montessori and Waldorf schools. The author discloses the historical development of alternative schools, discovers historical sources and the connections with new and progressive schools of the beginning of XX century in the Western Europe and USA.

Language: Lithuanian

DOI: 10.15388/ActPaed.2004.13.9643

ISSN: 1392-5016, 1648-665X

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0959-4108

Abstract/Notes: To help educators continue to refine approaches to nourishing children's imaginations, this bibliography brings together 652 references on alternative school systems. The references are arranged into 17 categories and indexed by subject category and author. The categories include alternative, cooperative, experimental, interdisciplinary, and vocational education as well as the core curriculum, the Dalton Plan, educational innovations, free schools, individualized instruction, modular scheduling, multi-age grouping, nongraded schools, open classrooms, Northeast High School and the Parkway Program in Philadelphia (Pennsylvania), and team teaching.

Language: English

Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.

Language: English

DOI: 10.35923/JES.2021.2.02

ISSN: 2457-8673

Language: English

Language: English