Language: French

Published: [Paris, France]: Desclée de Brouwer, 1958

Edition: 3rd ed.

Language: French

Published: [Bruges, Belgium]: Desclée de Brouwer, [1954]

Edition: 2. édition

Abstract/Notes: En cette période où des réformes du système éducatif se donnent explicitement pour projet de respecter les rythmes des élèves en organisant l'éducation par cycle, il faut lire les textes de Maria Montessori. Avant bien d'autes, elle avait expérimenté et pensé une telle progression, en relevant le défi de criéer des outils pour qu'enfants et adolescents apprennent par eux-mêmes et non en écoutant un enseignement. Après L'enfant (de = à 6 ans), elle développedans cet ouvrage les trois cycles suivants, de l'écolier jusqu'à l'étudiant.

Language: French

Published: Paris, France: Desclée de Brouwer, 2004

ISBN: 978-2-220-05557-2 2-220-05557-4

Abstract/Notes: Translated from the Italian.

Language: French

Published: Paris, France: Desclée de Brouwer, 1992

Edition: 7th ed.

ISBN: 2-220-03264-7 978-2-220-03264-1

Series: Épi/Formation

Abstract/Notes: Uses metaphor of the dance to suggest reciprocity, harmony, and a mutual exchange of leadership as key components of adolescent-adult relationships. Suggests that adolescents have high expectations of adult's character and competencies; therefore, teachers should elicit the highest values and behaviors from their students. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: The purpose of the study was to examine students' expected and observable civic engagement in a Montessori Erdkinder-based middle school classroom. Research questions included: (a) In what ways is civic engagement addressed in the Montessori Erdkinder-based middle school explicit curriculum? (b) How does the expected civic engagement in the Montessori Erdkinder-based middle school explicit curriculum align with The Civic Mission of Schools six educational approaches? (c) In what ways do students experience civic engagement at the end-of-the-school year in Grades 7, 8 and 9 in a Montessori Erdkinder-based middle school classroom? The study used a case design with three embedded units of analysis. The purposefully selected participants included the teacher and 19 students. The curriculum was analyzed using document analysis and context was provided through teacher interviews. The curriculum was aligned with The Civic Mission of Schools' six approaches. Students' civic engagement was examined through observations, students' interviews and documents. Cross-case analysis examined civic engagement experiences between each grade level. These analyses were compared findings to civic education literature and The Civic Mission of Schools' six approaches. The study found the curriculum provided opportunities for civic engagement including civic and political skills, civic dispositions and community participation. When compared with The Civic Mission of Schools, the curriculum provided mixed results. Only the students' voices in school governance and service-learning were evident. Students had similar opportunities for civic engagement because of the mixed-age nature of Montessori learning. Evidence of student civic engagement included a student created and maintained democratic classroom environment, community service and service-learning, informal discussion of current events and participation in the Montessori Model United Nations. Although the curriculum did not directly align with The Civic Mission of Schools, it provided an example of (a) an apolitical curriculum for creating world citizens and (b) a model for civility for classroom governance and student behavior. A community of practice was developed based on occupation-based learning in which students learned their roles and experienced stress in a democratic workplace. Recommendations for future research include political socialization and alternative learning environments.

Language: English

Published: Charlottesville, Virginia, 2011

Abstract/Notes: "It is essential that we match our methodology with the psychology of the adolescent and as this changes throughout adolescence, so should our approach." Mike Waski provides an understanding of how to approach mathematics at the adolescent level from the perspective of the developmental characteristics of the age. Sharing observations from his own work with adolescents, Waski shares his deep understanding of the adolescent personality and specifically how the personality relates to their work in mathematics. Beginning with concrete work in elementary and building through abstract work, the older adolescent eventually begins to consider the philosophical nature of mathematics. In mathematics, the adolescent finds a study of precision that is founded in the search for undeniable, fundamental truths. [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Summarizes the four planes of development and the role of Montessori education in each plane. Notes that there has been no full implementation of Montessori's ideas for adolescents. Maintains that adolescents will benefit from a Montessori adolescent program only if they have participated in previous Montessori programs. Describes how psychological characteristics of adolescents should be considered in the Erdkinder. (KB)

Language: English

ISSN: 1522-9734