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Article
Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K-12 Curriculum Intervention Research
Available from: JSTOR
Publication: Review of Educational Research, vol. 78, no. 1
Date: Mar 2008
Pages: 33-84
Article
Freinet and Montessori in Practice. A Comparative Analysis of the Meanings Attributed to the Process of Learning by Early Education Teachers – Research Report
Available from: Uniwersyteckie Czasopisma Naukowe
Publication: Problemy Wczesnej Edukacji [Issues in Early Education], vol. 51, no. 4
Date: 2020
Pages: 167-179
Montessori method of education
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Abstract/Notes: The article presented is a qualitative analysis of the early education Freinet and Montessori teachers in relation to their educational practices in the scope of educational constructivism. Understanding constructivism as a metaphor describing process of learning, the authors outline similarities and differences in the conceptions attributed to the processes of learning between the two researched groups of teachers. The results of the analysis show the opposite “direction” of the thematizations. Freinet teachers concentrate on the techniques and then – in their narratives – outline the values related to education whereas Montessori teachers’ narratives are oriented at values and only illustrated with some technological examples. The outcomes of the analysis can be formulated in a form of provisional synthesis: The realization of constructivism in education is not connected so much with so called “active learning techniques” but rather with values, individual and shared axio-educational orientations and the quality of relations between various subjects involved in education. Such a hypothesis leads to the questioning of the tendency according to which teachers’ education should be practical. On the contrary, we claim that such a conception on teachers’ education might be an obstacle to the wide implementation of constructivism in educational practices.
Language: English
ISSN: 1734-1582, 2451-2230
Book
Handbook of Research on Waldorf Education
Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for special needs education. This makes Waldorf Education the most prevalent alternative approach to teaching. And yet, despite the success and (now empirically validated) recognition that Waldorf schools enjoy, the theory underlying them remains controversial. Within the academic debate, Waldorf Education is seen as ideologic and unscientific. This publication sets out to bring clarity to this debate: Renowned researchers explain and discuss Waldorf Education’s foundations in relation to the current discourse on education and core disciplines such as theory of knowledge, anthropology, developmental psychology, learning theory, and the theory of professions. This scientific inquiry into Waldorf Education is breaking new ground, casting light on its fascinating humanistic ideal and holistic potential.
Language: English
Published: New York, New York: Routledge, 2023
Edition: 1st ed.
ISBN: 978-1-00-318743-1
Article
[Research on the Cylinder Blocks in Montessori Material]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 11
Date: 1979
Pages: 18-25
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Language: Japanese
ISSN: 0913-4220
Article
Servant Leadership in Montessori Education and Academic Research: Perspectives of Two Practitioners
Available from: Wiley Online Library
Publication: New Horizons in Adult Education and Human Resource Development, vol. 33, no. 4
Date: 2021
Pages: 65-69
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Abstract/Notes: This article breaks new ground in exploring servant leadership with two practitioners, a Montessori team leader and a physics professor. Looking at their reflections through the eyes of adult education, all three authors ascertained that the two practitioners were natural servant-leaders. As they considered what servant leadership meant for their teams and their leadership, they discovered that their new knowledge enhanced their way of looking at their roles with their team members. It became apparent as they contemplated the characteristics of servant leadership, that they were already practicing many of the qualities, because they wanted to serve their teams.
Language: English
DOI: 10.1002/nha3.20326
ISSN: 1939-4225
Article
Foundations of Research; Two Philosophies
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Nov 13, 1959
Pages: 587
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Language: English
ISSN: 0040-7887
Article
Montessori and Brain Research: Leading the Pack by Nearly a Century
Publication: Infants and Toddlers, vol. 4, no. 4
Date: 2001
Pages: 5–22
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Language: English
Article
Montessori Foundation Research Initiative: Summary Statement
Available from: ISSUU
Publication: Montessori Leadership, vol. 16, no. 2
Date: 2014
Pages: 13-14
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Language: English
Article
What Does Research Tell Us About Montessori
Available from: ISSUU
Publication: Tomorrow's Child, vol. 30, no. 4
Date: Dec 2023
Pages: 21-27
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Language: English
ISSN: 1071-6246
Article
Jump into the Montessori Research Pool!
Publication: Montessori Public, vol. 8, no. 2
Date: Spring 2024
Pages: 22
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Language: English