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Book
Montessori and Waldorf Education Compared: The Pedagogical Ideas of Maria Montessori and Rudolf Steiner
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Language: English
Published: Nijmegen, The Netherlands: Radboud University Nijmegen, 1999
Book
Montessori oder Waldorf?: ein Orientierungsbuch für Eltern und Pädagogen
Alternative education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.
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Language: German
Published: München, Germany: Kösel, 1997
Edition: 2nd ed.
ISBN: 3-466-30405-9 978-3-466-30405-9
Book
Umweltbildung an Reformschulen: Leitbildanalysen an Montessori- und Waldorfschulen
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Language: German
Published: Berlin, Germany: Logos, 2000
ISBN: 3-89722-531-X
Article
Points of View [Rudolf Steiner and Waldorf Schools]
Publication: Montessori Courier, vol. 4, no. 5
Date: Dec 1992
Pages: 30–31
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Language: English
ISSN: 0959-4108
Article
The Fantastic Journey [Waldorf schools and Rudolf Steiner]
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 8–9
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Language: English
ISSN: 0959-4108
Book Section
Montessori- und Waldorfpädagogik im Praxistest – Highlights aus einem empirischen Forschungsprojekt (Heiner Barz)
Available from: Springer Link
Book Title: Bildungserfahrungen an Montessorischulen: Empirische Studie zu Schulqualität und Lernerfahrungen
Pages: 1-19
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Abstract/Notes: Waldorf- und Montessori-Schulen werden häufig in einem Atemzug genannt, weil sie als die bekanntesten Alternativkonzepte zur staatlichen Regelschule gelten. Auch ist inzwischen eine erhöhte Verwechslungsgefahr dadurch entstanden, dass zahlreiche an Montessori-Prinzipien orientierte Einrichtungen sich mittlerweile „Waldkindergarten“ nennen.
Language: German
Published: Wiesbaden, Germany: Springer Fachmedien, 2013
ISBN: 978-3-531-19089-1
Book
Ein kritischer Vergleich der Montessori- und Waldorfschule mit der Regelschule im Pflichtschulbereich besonders im Hinblick auf Motivation
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Language: German
Published: [Linz, Austria]: [s.n.], 1996
Article
Metode Umaniste in Predarea Limbilor Straine / Humanistic Methods in Foreign Language Teaching
Available from: Euromentor
Publication: Euromentor, vol. 3, no. 3
Date: 2012
Pages: 71-79
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Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.
Language: Romanian
ISSN: 2067-7839, 2247-9376, 2068-780X
Article
Acceptability and Knowledge of Montessori Method of Education Among Early Years’ Practitioners in Lagos State.
Available from: University of Lagos Library (Nigeria)
Publication: UNILAG Journal of Curriculum and Instruction, vol. 1, no. 1
Date: Sep 2019
Pages: 191-204
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Abstract/Notes: This study investigated the acceptability and knowledge of the Montessori Method of education among early years' practitioners in Lagos State. Four research questions and one hypothesis were raised for the study. A descriptive survey research design was adopted for the study. The population for the study consisted of all early years' practitioners in Lagos State while the sample comprised 126 early years practitioners which were stratified as 102 early years' practitioners (teachers) and 24 school operators (school heads/owners). In the first stage, proportionate sampling technique was used in selecting four Nursery schools from each of the six educational districts of Lagos State out of which two were Montessori Schools and the other two were non-Montessori schools. The total number of Nursery schools used for the study were twenty-four; whyile a random sampling technique was used in selecting four teachers from each Montessori school and five teachers from non-Montessori schools. Forty-eight Montessori teachers and fifty-four non-Montessori teachers were used for the study. The two researcher's designed instruments that were used to gather data for the study were Early Years' Practitioners Knowledge of Montessori Method (EYPKOMM) and School Operators Perception of Montessori Method (SOPOMM). EYPKOMM measured teachers' knowledge about the Montessori Method and it consisted of 20 close-ended items while SOPOMM consisted of 25 items on 4 point Likert scale. The study revealed that the majority of the teachers had average qualifications to work in early years' classrooms and that their knowledge of the Montessori Method is a little above average. It it also revealed school operators were enthusiastic and preferred the Montessori Method to conventional method but noted that the method is expensive to implement and too rigid to be adopted in conventional schools. It is therefore recommended that: (i) teachers seeking employment in a Montessori school should have professional training and experience; (ii) more awareness programme should be organized for early years' practitioners; (iii) The Montessori method should be adapted so that all stakeholders of education can benefit from it.
Language: English
ISSN: 2736-0199
Article
Montessori Methods
Available from: HathiTrust
Publication: Education (Boston), vol. 33, no. 1
Date: Sep 1912
Pages: 1-10
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Language: English
ISSN: 0013-1172