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The History of Base-Ten-Blocks: Why and Who Made Base-Ten-Blocks?
Available from: Mediterranean Center of Social and Educational Research (MCSER)
Publication: Mediterranean Journal of Social Sciences, vol. 5, no. 9
Mathematics education, Montessori materials
Abstract/Notes: The purpose of this study is to present evidence of how base-ten-blocks have been developed and emphasized as a tool for learning in mathematics education. After an introduction of the theme, we discuss the theoretical and epistemological perspectives that provide the basis for our analysis of the literature. Then, we illustrate how base-ten-blocks have historically been associated with the numeral concepts from the prehistoric era to today. We also review studies about different manipulatives that focus on numerical concepts (e.g., Cuisenaire rods). This discussion will broaden our understanding regarding how perspectives toward mathematics instruction have changed with the introduction of base-ten-blocks. The intent was not to understand the process of developing base-ten-blocks but rather to suggest that teachers must consider the underlying mathematical concepts and structures of base-ten-blocks when they use them. In summary, this study revealed that base-ten-blocks as concrete materials seems to have been presented as different isomorphic numeral concepts for various educational purposes throughout its developmental process. DOI: 10.5901/mjss.2014.v5n9p356
Kiss József: Montessori Mária nevelési rendszere [book review]
Available from: Szegedi Tudományegyetem / University of Szeged
Publication: Magyar pedagógia, vol. 40
Book reviews, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
Abstract/Notes: This is a book review of "Montessori Mária nevelési rendszere" [Maria Montessori's system of education] by József Kiss.
Cultural Determinants Within the Design Set Up of Kindergarten and Preschool Interiors: Assessment of Four Typologies in Terms of Their Spatial Formation [Anaokulu ve Kreşlerin İç Mekan Tasarım Kurgusu İçerisindeki Kültürel Belirleyiciler; Mekansal Oluşumlarının Dört Tipolojisi üzerinde Analizi]
Available from: Megaron Journal
Publication: Megaron: Yıldız Technical University, Faculty of Architecture E-Journal, vol. 16, no. 2
Architecture, Asia, Middle East, Turkey, Western Asia
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.]
Manajemen Pendidikan Karakter Metode Montessori di Jogjakarta Montessori School [Montessori Method of Character Education Management at Jogjakarta Montessori School]
Available from: Universitas Sarjanawiyata Tamansiswa
Publication: Media Manajemen Pendidikan [Educational Management Media], vol. 2, no. 2
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
Abstract/Notes: Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter yang meliputi 1) perencanaan, 2) pengorganisasian, 3) pengarahan dan pelaksanaan, 4) evaluasi dan pengendalian, 5) faktor pendukung serta 6) faktor penghambat di SD Montessori. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan wawancara mendalam, observasi partisipatif, studi dokumentasi. Data dianalisis secara deskriptif kualitatif melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen pendidikan karakter pada kurikulum, pendidik, pembiayaan peserta didik, sarana dan prasarana, pembiayaan pendidikan; 2) pengorganisasian manajemen pendidikan karakter pada pelatihan guru baru, pengarahkan para guru, kesempatan bagi guru atau staf untuk berpartisipasi dalam memberikan sumbangan pikiran, mengikutsertakan yayasan, guru, staf dan komite sekolah dalam membuat perencanaan manajemen, memberikan nasehat dan arahan yang benar; 3) pelaksanaan manajemen pendidikan karakter sesuai dengan perencanaan dengan apparatus dan pendampingan dari guru; 4) evaluasi manajemen pendidikan karakter dengan melihat kemandirian dan keberanian, pembuatan project, berperilaku santun; 5) faktor pendukung meliputi kegiatan di luar sekolah bermasyarakat, kegiatan ektrakurikuler, peraturan untuk tidak memakai atribut keagamaan selama di sekolah, sarana dan prasarana sekolah, pendidik yang ramah dan perhatian, kegiatan sosial dan kerjasama dengan sekolah lain; 6) faktor penghambat pendidikan karakter pada Jogjakarta Montessori School yaitu kurangnya kerjasama orang tua siswa dalam menanamkan nilai kedisiplinan, tanggungjawab, menghargai prestasi, dan rasa ingin tahu. [This study aims to determine the management of character education which includes 1) planning, 2) organizing, 3) directing and implementing, 4) evaluation and control, 5) supporting factors and 6) inhibiting factors in SD Montessori. This research use desciptive qualitative approach. Data collection techniques are in-depth interviews, participatory observation, and documentation studies. Data were analyzed descriptively qualitatively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that: 1) character education management planning in the curriculum, educators, student funding, facilities and infrastructure, education financing; 2) organizing character education management on new teacher training, directing teachers, opportunities for teachers or staff to participate in contributing ideas, involving foundations, teachers, staff and school committees in making management plans, providing correct advice and direction; 3) implementation of character education management in accordance with planning with apparatus and mentoring from teachers; 4) evaluation of character education management by looking at independence and courage, making projects, behaving politely; 5) supporting factors include activities outside of school in the community, extracurricular activities, regulations not to use religious attributes while at school, school facilities and infrastructure, friendly and caring educators, social activities and collaboration with other schools; 6) the inhibiting factor for character education at Jogjakarta Montessori School is the lack of cooperation between parents in instilling the values of discipline, responsibility, respect for achievement, and curiosity.]
Observations on Attitudes of Young Children Toward Mathematics
Available from: JSTOR
Publication: Mathematics Teacher, vol. 43, no. 6
Mathematics education, Montessori materials
فعالية برنامج تدخل مبكر باستخدام أنشطة منتسوري في تحسين مستوى الانتباه لدى الأطفال الذاتويين [The effectiveness of an early intervention program using Montessori activities in improving the level of attention of autistic children]
Available from: Alexandria University (Egypt)
Publication: Majallat al-ṭufūlah wa-al-tarbiyah / مجلة الطفولة والتربية / Childhood and Education Journal, vol. 17, no. 1
Date: Jan 2014
Asia, Autism in children, Children with disabilities, Inclusive education, Middle East, Western Asia
ISSN: 2090-3855, 2090-3847
From Inspired Teaching to Effective Knowledge Work and Back Again: A Report on Peter Drucker's Schoolmistress and What She Can Teach Us About the Management and Education of Knowledge Workers
Available from: Emerald Insight
Publication: Management Decision, vol. 48, no. 4
Eugenie Schwarzwald - Biographic sources, Knowledge management, Leadership, Maria Montessori - Influence, Peter Drucker - Philosophy, Schwarzwald School (Vienna)
Abstract/Notes: The emerging knowledge societies will – besides many other dramatic changes – see a teaching revolution. This paper seeks to propose quality standards for this new type of teaching. The paper argues that Peter Drucker experienced much of what he later came to call the principles of self management and effective knowledge work as a boy aged nine or ten at the Schwarzwald School – an utterly exceptional, progressive elementary school in Vienna. Given these astonishing similarities, this school's avant‐garde approach to teaching might just provide some insights into what effective teaching for a future knowledge society should be like. The paper is based to a large extent on accounts by and about the almost forgotten school's owner‐manager Eugenie Schwarzwald, some of which were made available only recently in the course of several biographical research projects dealing with this revolutionary pedagogue and social entrepreneur. Firstly, the paper identifies similarities between the teaching practice at Eugenie Schwarzwald's schools, her approach to leadership on the one hand, and Drucker's principles of effective management and knowledge work on the other. Secondly, it concludes that in a knowledge society both effective management and teaching need to be extensively individualised services – much more than in an industrial mass society. Combined, Schwarzwald's practice and Drucker's teachings challenge some seemingly up‐to‐date practices in both higher education and corporate personnel development, and helps in understanding what actually produces effective personal learning for the rapidly changing knowledge economies of the twenty‐first century. The paper introduces selective aspects of progressive education to the field of management.
Available from: Szegedi Tudományegyetem / University of Szeged
Publication: Magyar pedagógia, vol. 70, no. 4
Maria Montessori - Biographic sources
Abstract/Notes: A personal account of the centenary celebrations of the birth of Maria Montessori held in Rome, Italy.
Bardócz Pál: Dr. Montessori nevelési rendszere és módszere. Dr. Fináczy Ernő egyetemi tanár előszavával, Budapest, 1924. A székesfőv. házinyomda nyomása. 48 l. [book review]
Available from: Szegedi Tudományegyetem / University of Szeged
Publication: Magyar pedagógia, vol. 34
Book reviews, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education
Abstract/Notes: This is a book review of "Dr. Montessori nevelési rendszere és módszere" [Dr. Montessori's Education System and Method] by Pál Bardócz with a foreword by Dr. Ernő Fináczy.
Maria Montessori e seu método
Available from: Universidade de Brasília
Publication: Linhas Críticas, vol. 7, no. 13
Abstract/Notes: Neste artigo, a autora desenvolve reflexões sobre o Método Montessori, que há um século, por volta de 1907, já propunha uma educação libertadora para a criança, valorizando-a como um ser pensante e capaz de responder aos apelos do real, visando a formação de uma personalidade autônoma e do Homem Consciente. Esse método, além de adotar uma perpectiva filosófica e metodológica para atender a criança, construindo materiais pedagógicos específicos e estratégias pcdagógicas. introduz a "Linha", que constitui a base da educação montessoriana. Maria Montessori revolucionou estruturas convencionais de assimilação do mundo adulto pela criança, sendo que muitos procedimentos adotados em seu método, os quais poderiam parecer anacrônicos na época atual, ainda continuam a ensejar muitos adeptos, representando um avanço no campo da pedagogia infantil.
All Together Now: Seattle Program Sends High Schoolers to Montessori Preschool Classroom [Casa Maria Montessori Lab School, Ballard High School, Seattle, Washington]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 17, no. 3
Date: Spring 2005
Putting Life in an Old School [Littlewick Green Montessori School, Berkshire]
Publication: Montessori Courier, vol. 2, no. 3
Date: Aug 1990
AMI School Launches Somalian Outreach [Mater Amoris Montessori School, Ashton, MD]
Publication: AMI/USA News, vol. 6, no. 3
Date: Jun 1993
Cooperation Between Parents and Preschool Institutions Through Different Concepts of Preschool Education
Available from: Center for Educational Policy Studies Journal
Publication: Center for Educational Policy Studies Journal, vol. 7, no. 4
Europe, Slovenia, Southern Europe
Abstract/Notes: This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
ISSN: 2232-2647, 1855-9719
Explorations in Secondary Schools. Schools for the Adolescents
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2
Wat is dat voor een school?: over de nieuwe basisschool, Dalton, Freinet, Jenaplan, Montessori en Vrije School
Published: Deventer, The Netherlands: Van Loghum Slaterus, 1986
Edition: 2nd ed.
ISBN: 978-90-6001-924-5 90-6001-924-5
Series: Kinderen als beroep
CCMA Guide to Best Practices for Montessori Schools and Schools with Montessori Programs
Publication: Montessori Leadership, vol. 1, no. 3
Primary School, School-Based Decision Making, Family Resource/Youth Services Centers: First Year Reports to the Prichard Committee
Available from: ERIC
Abstract/Notes: These three reports by national consultants assess first year progress in implementing state mandated educational reforms in Kentucky. First, "The Status of Primary School Reform in Kentucky and Its Implications," by James Rath, Lilian Katz, and John Fanning, reports on site visits to 14 public schools to assess progress in implementing the Kentucky Educational Reform Act (KERA) in primary schools. Findings with respect to the introduction of cooperative learning, developmentally appropriate practice, authentic assessment, parent involvement, and multi-age grouping practices are presented, along with administrators', parents', and teachers' views about KERA mandates. Next, "School-Based Decision Making: Observations on Progress," by Jane L. David, presents results of interviews with Kentucky education officials, school visits, and a review of newspaper articles and other documents. The report indicates that as of June 1992, almost 500 of Kentucky's 1,366 schools had councils for
Published: Lexington, Kentucky, Jul 1992
The OEkos Schools Program [14 participating schools]
Publication: OEkosphere [Œkosphere], vol. 1, no. 3
Date: Apr/May 1995
Franse les op de lagere school [French in primary school]
Publication: Montessori Opvoeding, no. 3