Language: English

Published: Clarendon Hills, Illinois: MECA-Seton Teacher Education Program, 1986

Language: English

Published: Hemet, California: Education System Publisher, 1988

Abstract/Notes: A six-week program of social service and education for eighth graders at Ruffing East Montessori School focuses on aging and connects each pupil with a resident of a local retirement community. Through reading, attending classes, keeping a journal, interviewing, and creative writing, the students develop a greater understanding of and respect for the elderly. (MDM)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

Published: Sarasota, Florida: The Montessori Foundation, 2003

Edition: Revised

Abstract/Notes: Most published bodies of work relating to curriculum theory focus exclusively, or almost exclusively, on the contributions of men. This is not representative of influences on educational practices as a whole, and it is certainly not representative of educational theory generally, as women have played a significant role in framing the theory and practice of education in the past. Their contribution is at least equal to that of men, even though it may not immediately appear as visible on library shelves or lecture lists. This book addresses this egregious deficit by asking readers to engage in an intellectual conversation about the nature of women’s curriculum theory, as well as its impact on society and thought in general. It does this by examining the work of twelve women curriculum theorists: Maxine Greene, Susan Haack, Julia Kristeva, Martha Nussbaum, Nel Noddings, Jane Roland Martin, Marie Battiste, Dorothea Beale, Susan Isaacs, Maria Montessori, Mary Warnock and Lucy Diggs Slowe. It thus brings attention, through a semantic rendition of the world, those seminal relationships that exist between the three meta-concepts that are addressed in the work: feminism, learning and curriculum. It will appeal to scholars and researchers with interests in curriculum, and the philosophy and sociology of education.

Language: English

Published: New York, New York: Routledge, 2023

ISBN: 978-1-00-328931-9

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

Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Abstract/Notes: Montessori education has a long and continuing tradition. The mathematics education component is founded upon an extensive sensory education program developed by Montessori and implemented in schools throughout the world. This thesis traces the historical precedents that provided the framework for the development of an educational program firmly premised on the need for a sensorial education. The translation of the first part of Montessori's Psicoaritmetica provides an illustration of an introductory mathematics program using structured manipulative materials. This program develops as a direct extension of the sensory motor emphasis of Montessori preschool education. Finally, the Montessori mathematics program, developed initially over fifty years ago is considered in relation to contemporary mathematics education theories, many of which have reiterated principles and practices first developed by Montessori

Language: English

Published: Melbourne, Australia, 1987

Abstract/Notes: This study aims to identify the level of use of the Montessori curriculum by teachers of students with intellectual disabilities (ID) in elementary schools. It also aims to reveal whether there are statistically significant differences in the level of use of the Montessori curriculum by teachers according to the variables of gender, level of education, years of experience, and training they received. The study sample consisted of 304 teachers of students with ID in elementary schools in Riyadh.  The results showed that teachers of students with ID use the Montessori curriculum with a low degree. The results showed there were statistically significant differences in the responses of the study sample according to the teachers’ education levels and the number of training courses. These differences favored the study sample individuals with a higher level of education and individuals with more training courses. On the other hand, the results showed no statistically significant differences in the responses of the study sample about using the Montessori curriculum based on the teacher’s experience or gender. / Este estudo tem como objetivo identificar o nível de utilização do currículo Montessori por professores de alunos com deficiência intelectual (DI) no ensino fundamental. Pretende ainda revelar se existem diferenças estatisticamente significativas no nível de utilização do currículo Montessori pelos professores segundo as variáveis género, nível de escolaridade, anos de experiência e formação recebida. A amostra do estudo consistiu de 304 professores de alunos com DI em escolas primárias em Riad. Os resultados mostraram que os professores de alunos com DI utilizam o currículo Montessori com baixa titulação. Os resultados mostraram que houve diferenças estatisticamente significativas nas respostas da amostra do estudo de acordo com o nível de escolaridade dos professores e o número de cursos de formação. Essas diferenças favoreceram na amostra do estudo indivíduos com maior nível de escolaridade e indivíduos com mais cursos de formação. Por outro lado, os resultados não mostraram diferenças estatisticamente significativas nas respostas da amostra do estudo sobre o uso do currículo Montessori com base na experiência ou gênero do professor.

Language: English

ISSN: 1984-6754