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Article
Montessori High School Fosters Learning in "Organized Chaos"
Publication: Chicago Tribune (Chicago, Illinois)
Date: Jan 17, 1995
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Language: English
ISSN: 1085-6706
Article
Some Higher Education Guidelines for the Prospective Montessori Teacher
Publication: NAMTA Quarterly, vol. 7, no. 1
Date: 1981
Pages: 32-35
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Book
The Montessori Approach to the Education of the Exceptional Child, Early Childhood Through High School
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Language: English
Published: [S.I.]: s.n.], 1977
Book
Lernprozesse hochbegabter Kinder in der Freiarbeit der Montessori-Pädagogik: eine empirische Analyse auf der Basis von Einzelfallstudien in Montessori-Grundschulen [Learning processes of highly gifted children in the Free Work of the Montessori Method – An empirical analysis on the basis of individual case studies in Montessori Primary Schools]
Europe, Germany, Montessori method of education - Criticism, interpretation, etc., Western Europe
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Abstract/Notes: Die Förderung von Kindern mit überdurchschnittlichen intellektuellen Begabungen ist in den letzten Jahren zunehmend in den Fokus schulpädagogischer Diskussionen gerückt. Die Montessori-Pädagogik hat sich zum Ziel gesetzt, alle Kinder ihren Begabungen entsprechend zu fördern. In der vorliegenden Studie wird mittels qualitativ-empirischer Einzelfallstudien von vier hochbegabten Schülern an Montessori-Grundschulen untersucht, inwiefern dieses Ziel auch für hochbegabte Kinder erreicht wird. Im Ergebnis werden pädagogische Konsequenzen für eine gezielte schulische Förderung überdurchschnittlich begabter Kinder formuliert. Diese geben sowohl Lehrern an Montessori-Schulen als auch an Regelschulen praxisorientierte Hinweise für einen den Bedürfnissen hochbegabter Schüler entsprechenden Unterricht.
Language: German
Published: Berlin, Germany: Lit, 2007
ISBN: 978-3-8258-0727-6 3-8258-0727-4
Series: Impulse der Reformpädagogik , 17
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
Doctoral Dissertation (Ed.D.)
What Happens When Veteran and Beginner Teachers' Life Histories Intersect with High-Stakes Testing and What Does It Mean for Learners and Teaching Practice: The Making of a Culture of Fear
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This qualitative study explored the phenomenon of what happened as Florida's high-stakes accountability system intersected with a beginning and veteran teachers' life histories and different stocks of lifeworldly knowledge at demographically different lifeworld communities. Habermas' (1987) theory of communicative action was used as the theoretical framework to explore what the teachers' responses meant for learners and teaching practice. The research purpose of this study (emphasizing an interpretive approach) sought to gain insights and understandings regarding the phenomenon specifically. The practical purpose (according to critical theory) was to then use the insights gained (enlightenment) in order to contemplate the kinds of steering media and mechanisms needed to support teaching practice (emancipation) that can best satisfy the system (accountability) rationale to increase educational opportunities for all learners regardless of need. Three overarching themes central to learners and teaching practice emerged from the data obtained from interviews, classroom observations, and student products: (a) the greater the lifeworld needs of the school community (e.g., high mobility rate, low socio-economic status) the greater the response in terms of instructional and curricular accommodations designed to increase FCAT test scores; (b) the greater the colonization of the lifeworld perspective by Florida's accountability system rationale, the greater the likelihood that various social actors experienced fear in relation to FCAT; and (c) school reform efforts both past and present (including Florida's high-stakes accountability system) have consistently resulted in less educational opportunity for those learners who need it the most.
Language: English
Published: Cedar Falls, Iowa, 2007
Doctoral Dissertation (Ph.D.)
Self Concept, Emotional Intelligence, and Frustration of High School Children with Montessori and Traditional Method of Education Background
Available from: Shodhganga: Indian Theses
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Language: English
Published: Dharwad, India, 2017
Document
Insights Into a High-Quality Early Years Curriculum
Available from: Montessori Global Education
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Abstract/Notes: The quality of early years education and childcare (EYE&CC) is well established as facilitating the holistic development of young children and providing the foundations for their life-long learning. However, while the quality of EYE&CC has been well researched and theorised, there has been less of a specific focus on the quality of the early years curriculum. When considered in relation to the early years, curriculum has been identified as an area of struggle, generating questions about its content and coherence (and how these are determined). In the English context, there has been a tendency in recent years to focus on guidance documents and frameworks to support children's development, rather than having a specific early years curriculum. In fact, Ofsted (as the regulatory body for EYE&CC provision in England) clearly states that it does not have a preferred way for how settings design their early years curriculum. Ofsted do, however, make a distinction between curriculum as 'what is taught' and pedagogy as 'how it is taught'. In reality, there is a close and almost inextricable relationship between the two that warrants further exploration to find out what constitutes a high-quality early years curriculum - what does it look like and how is it enacted in practice?
Language: English
Published: 2023
Doctoral Dissertation (Ph.D.)
Empowering Adolescents: A Multiple Case Study of U.S. Montessori High Schools
Available from: American Montessori Society
Montessori schools, Secondary education, Teenagers
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Language: English
Published: Minneapolis, Minnesota, 2010
Article
High Anxiety: The Sequel
Publication: NAMTA Journal, vol. 35, no. 1
Date: 2010
Pages: 139-143
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734