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386 results

Article

Praise–The Enemy of Children

Publication: Montessori NewZ, vol. 17

Pages: 9

⛔ No DOI found

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Language: English

Article

Encouragement–the Sleeping Giant

Publication: Montessori NewZ, vol. 19

Pages: 8–9

⛔ No DOI found

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Language: English

Article

Promoting Misbehaviour in Children

Publication: Montessori NewZ, vol. 18

Pages: 9

⛔ No DOI found

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Language: English

Book

Prospettive per la Scuola d'Infanzia: Dalla Montessori al XXI Secolo [Perspectives for Kindergarten: From Montessori to the 21st Century]

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Abstract/Notes: Il volume muove dalla consapevolezza che, senza una rinnovata passione civile e pedagogica per la scuola d’infanzia e per l’emancipazione dei bambini e delle bambine, il nostro sistema scolastico e i nostri sforzi educativi sono destinati a poggiare su basi fragili e inadeguate. A questo proposito, oggi, occorre tutelare l’infanzia dalla mistificazione e dalla mercificazione legate al neoliberismo trionfante. L’obiettivo del testo è individuare una tradizione pedagogica che faccia perno sulla dimensione intellettuale secondo un orientamento democratico, anziché meritocratico ed economicista. Una tradizione sulla quale sia possibile innestare una nuova fase di sviluppo della scuola d’infanzia, volta a garantire la liberazione e l’autentica crescita umana di tutte le bambine e di tutti i bambini. Tale tradizione viene individuata lungo la linea che unisce Maria Montessori a Bruno Ciari, esprimendosi nell'idea di una scuola d’infanzia collocata in un orizzonte pienamente democratico, come scuola dei futuri cittadini. [The volume starts from the awareness that, without a renewed civic and pedagogical passion for kindergarten and for the emancipation of boys and girls, our school system and our educational efforts are destined to rest on fragile and inadequate foundations. In this regard, today, it is necessary to protect childhood from the mystification and commodification linked to triumphant neoliberalism. The aim of the text is to identify a pedagogical tradition that hinges on the intellectual dimension according to a democratic orientation, rather than a meritocratic and economist one. A tradition on which it is possible to graft a new phase of development of the kindergarten, aimed at guaranteeing the liberation and authentic human growth of all girls and all boys.]

Language: Italian

Published: Rome, Italy: Carocci, 2015

Edition: 1st ed.

ISBN: 978-88-430-7843-1

Series: Biblioteca di testi e studi , 1030

Book

The Power of Pedagogy

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Abstract/Notes: ′[This book] is readable, engaging, informative and provoking′ - Tony Rae, ESCalate ′The book is encompassing all my own passions as a holistic practitioner; I feel it is multi-cultural, offering powerfully diverse and inclusive ideas of pedagogy. In particular, the concepts of this book are like a breath of fresh air for the ′disabled′ student, talking about alternative assessment etc.′ - Helene McArthur, ESCalate `Every now and again you come across a really important book that shifts and clarifies your thinking. The Power of Pedagogy is one of those books. Here you′ll find a fascinating analysis of the myriad of issues and ideas surrounding teaching and learning today. Drawing on history, theory and vignettes form today′s classrooms, these two experienced and active thinkers and practitioners have managed to provide new perspectives on the pedagogic mission. A remarkable piece of scholarship, it′s a ′must′ for all those setting out to teach and for those already teaching with the sort of intellectual curiosity that is the hallmark of the outstanding teacher′ - Tim Brighouse, formerly Adviser for London Schools, is Visiting Professor at the Institute of Education ′This important book manages to combine an illuminating breadth of global reference with real insight into the practice of teaching and learning. Its highly readable investigative narrative integrates theory and practice with a quality of analysis that is both rare and entirely convincing′ - Sir David Winkley, former Headteacher Grove School, Handsworth and government education advisor The concept of ′pedagogy′ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyse and explore contemporary ideas of pedagogy through the work of key figures including Freire, Montessori and Vygotsky, and explain how a new conception of pedagogy could transform educational institutions, particularly schools. In locating pedagogy as central to the process of education the authors: - explore the historical and cultural antecedents of our understanding of pedagogy - analyse the way understanding of the working of the human mind influences teaching and learning - review and critique ideas about learning and the construction of knowledge - examine the way new forms of communication are impacting on the processes and purposes of pedagogic activity. Highly relevant for masters and doctoral students of education, this book will also be of interest to educational practitioners undertaking research on issues related to pedagogy, both in the UK and internationally. Bob Moon and the late Jenny Leach have written extensively on pedagogy, teacher education and international developments in the field, including Learners and Pedagogies (1999). They lead the Research Group on Teacher Education across Societies and Cultures (RITES) at the Open University, UK. Bob Moon is Professor of Education at the Open University and Director of the Teacher Education in Sub-Saharan Africa (TESSA) Programme. Jenny Leach was Professor of Teacher Learning and Development at the Open University.

Language: English

Published: Thousand Oaks, California: SAGE, 2008

ISBN: 978-0-85702-655-2

Book

Where State Education Fails

Available from: Taylor and Francis Online

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Abstract/Notes: Despite being published in the early part of the twentieth century many of the issues this volume discusses are still being debated in education today. The author maintains that state education is not functioning as it should – that the output is not commensurate with the outlay, that education has become too narrow in its focus and that more importance should be given to the teaching of younger children. The balance between a traditional academic education versus the skills needed for practical trades is also discussed, as is the disparity between the types of education available to rich and poor.

Language: English

Published: New York: Routledge, 2012

ISBN: 978-0-203-80814-6

Article

The Great Work of the New Millennium

Available from: ERIC

Publication: NAMTA Journal, vol. 38, no. 1

Pages: 249-256

⛔ No DOI found

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Abstract/Notes: Thomas Berry explores the meaning of work from the standpoint of human civilization responding to the call of the universe, replacing use and exploitation of nature with the wonder, rapport, and intimacy so important to the psychic balance of the developing human and natural harmony of life on Earth. The Great Work is defined as the work of thousands upon thousands of humans who recognize how to be present to the universe and reverse the tragic misuse of our natural environment. [Reprinted from "The NAMTA Journal," 26,1 (2001 Winter): p156-167. This talk was presented at the NAMTA conference titled "Celebrating Montessori's Great Work: Our Gift for the Future," Cleveland, Ohio, October 5-8, 2000.]

Language: English

ISSN: 1522-9734

Article

Early Signs of Specific Learning Disabilities in Early Childhood

Available from: International Journal of Early Childhood Special Education (INT-JECSE)

Publication: International Journal of Early Childhood Special Education (INT-JECSE), vol. 12, no. 1

Pages: 84-95

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Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.

Language: English

DOI: 10.20489/intjecse.722383

ISSN: 1943-023X

Article

Women’s Participation in Peace Processes: a Review of Literature

Available from: Taylor and Francis Online

Publication: Journal of Peace Education, vol. 16, no. 2

Pages: 133-154

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Abstract/Notes: Women play a prominent role in bringing about peace in post-conflict societies. Several studies have found the systematic and representative inclusion of women in conflict resolution processes to significantly increase the chances of sustainable peace. However, women’s contribution to peace processes are often underemphasized or ignored in conflict management research and praxis. It was not until the passage of UN Security Council Resolution 1325 and seven other related resolutions that critical attention was given to women’s role in the peace process. This article provides an in-depth review of the literature on women’s contribution to conflict resolution and peacebuilding. The overall aim is to provide researchers and actors in the global peace market with a distillation of the salient studies and findings from research on women’s involvement in the peace process. Such an effort is necessary to bring together the sparse literature on women’s contribution to peace and to reveal existing gaps in the literature for future research.

Language: English

DOI: 10.1080/17400201.2019.1576515

ISSN: 1740-0201, 1740-021X

Book

The Story of Teaching

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Language: English

Published: London: Longmans, Young Books Ltd., 1969

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