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Book
Progressive Education Across the Continents: A Handbook
Africa, Americas, Asia, Educational change, Europe, John Dewey - Biographic sources, John Dewey - Cricism, interpretation, etc., Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Biographic sources, Maria Montessori - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: Frankfurt am Main, Germany: Peter Lang, 1995
ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44
Book Section
Progressive Education in Italy and Spain
Book Title: Progressive Education Across the Continents: A Handbook
Pages: 85-104
Europe, Italy, Maria Montessori - Biographic sources, Montessori schools, New Education Fellowship, New Education Movement, Progressive education, Southern Europe, Spain
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Language: English
Published: Frankfurt am Main, Germany: Peter Lang, 1995
ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44
Article
Progressive Education and American Progressivism: Margaret Naumburg
Publication: Teachers College Record
Date: 1959
Margaret Naumburg - Biographic sources, Maria Montessori - Writings
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Language: English
Book Section
Die internationale Wirksamkeit der Montessori-Pädagogik am Beispiel des Einflusses auf die Progressive Education in den USA [International Response to the Educational Ideas of M. Montessori as Exemplified by Their Influence on Progressive Education in the United States]
Book Title: Die Reformpädagogik auf den Kontinenten: ein Handbuch [Progressive Education Across the Continents: A Handbook]
Pages: 227-240
Americas, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, Progressive education - Criticism, interpretation, etc., United States of America
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Language: German
Published: Frankfurt am Main, Germany: P. Lang, 1994
ISBN: 978-3-631-47463-1
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 43
Book Section
Progressive Education on the Eve of the Civil War and the Question of Its Destruction by the Franco Regime
Available from: Taylor and Francis Online
Book Title: Untold Stories of the Spanish Civil War
Pages: 86-107
Early childhood care and education, Early childhood education, Europe, Montessori method of education - History, New Education Movement, Progressive education, Southern Europe, Spain, Spanish Civil War (1936-1939)
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Abstract/Notes: This chapter looks at the consolidation of progressive education in Spain during the first third of the twentieth century and aims to unpack the question of its annihilation by the Franco regime during the civil war and the early period of the dictatorship. It starts by showing the consolidation of an active and influential pedagogical vanguard that had clear influence on the education system during the Second Republic. It then traces signs of continuity in this educational movement after the establishment of the Franco regime by classifying this evidence into three categories: utilization, undercurrent adaptation, and resistance. This chapter concludes by looking at the complexity of education during the early Franco regime, highlighting the coexistence of a school culture forged before the civil war with ideas and practices identified with National Catholicism introduced by the dictatorship. By presenting this complexity, this chapter challenges a widely accepted vision concerning the total educational backlash that came in the wake of the establishment of the dictatorship.
Language: English
Published: New York, New York: Taylor & Francis, 2024
ISBN: 978-1-00-341435-3
Article
Montessori: A Progressive Educator
Available from: InformIT
Publication: Forum of Education, vol. 39, no. 3
Date: Sep 1980
Pages: 37-43
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Language: English
ISSN: 0015-8542
Book Section
International Response to the Educational Ideas of M. Montessori as Exemplified by Their Influence on Progressive Education in the United States
Book Title: Progressive Education Across the Continents: A Handbook
Pages: 205-217
Americas, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, Progressive education - Criticism, interpretation, etc., United States of America
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Language: English
Published: Frankfurt am Main, Germany: Peter Lang, 1995
ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44
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
Conference Paper
Extending Tangible Interfaces for Education: Digital Montessori- Inspired Manipulatives
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Language: English
Pages: 859-868
Article
New Trends in Early Childhood Education
Publication: Chinese Education Review, vol. 19, no. 2
Date: 1927
Pages: 1-9
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Language: Chinese