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Article
Early Childhood Curriculum Reform in China
Available from: Taylor and Francis Online
Publication: Chinese Educaton and Society, vol. 44, no. 6
Date: 2011
Pages: 5-23
Asia, China, East Asia, Educational change
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Abstract/Notes: Two waves of reform have been conducted in China since the 1980s to transform its early childhood curriculum into a Western-style, progressive model. Western curricula and programs such as the Montessori method, the project approach, the Reggio Emilia method, and the high/scope method have been imported and adopted all over the country. But the top-down reforms and these “imported” ideas have been challenged by scholars and practitioners. Aiming to understand how practices in kindergartens measure up with the reform objectives, the present study investigated the teachers’ beliefs and practices in five Shenzhen kindergartens’ literacy instruction. Altogether, ten early childhood classrooms were observed for one school week, and the ten classroom teachers were interviewed about the observed Chinese teaching practices. The teachers and teaching assistants of the ten classes (N = 20) were also surveyed about their teaching beliefs and practices. The results indicated a remarkable belief-practice gap as well as a policy-practice gap. Most of the curriculum reform ideas were expressed by the teachers in their self-reported beliefs but had not been implemented in their teaching practice. The traditional Chinese model with the teacher directing the whole-class session was still dominating. Slight differences were also found among the ten classes, which reflect the cascading effects of curriculum reform. These findings suggest that curriculum reforms should take into consideration the culture, language, teachers, parents, resources available, and the prevailing education system.
Language: English
DOI: 10.2753/CED1061-1932440601
ISSN: 1061-1932, 1944-7119
Article
Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform
Available from: Springer Link
Publication: Educational Psychology Review, vol. 31
Date: 2019
Pages: 939-965
Americas, Autonomy in children, Comparative education, Educational change, Montessori method of education - Criticism, interpretation, etc., North America, Self-determination, Self-determination theory, United States of America
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Abstract/Notes: School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social–emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance—yet it remains Bon the margins^ (Whitescarver and Cossentino Teachers College Record, 110, 2571–2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori’s effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori’s central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned—namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform.
Language: English
DOI: 10.1007/s10648-019-09483-3
ISSN: 1040-726X, 1573-336X
Article
Opportunity Knocks: New Federal Program Could Spur Public Schools to Try Montessori Reform Strategies
Publication: Public School Montessorian, vol. 11, no. 2
Date: Winter 1999
Pages: 26
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Language: English
ISSN: 1071-6246
Article
The Democratic School and the Pedagogy of Janusz Korczak: A Model of Early Twentieth Century Reform in Modern Israel
Available from: International Association of Educators (INASED)
Publication: International Journal of Progressive Education, vol. 9, no. 1
Date: 2013
Pages: 119-132
Asia, Israel, Janusz Korczak - Biographic sources, Middle East, Western Asia
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Abstract/Notes: This article explores the history and pedagogy of Janusz Korczak within the context of his contemporary early Twentieth-Century European Innovative Educators which include Maria Montessori, Homer Lane, A.S. Neill, and Anton Semyonovitch Makarenko. The pedagogies of the aforementioned are compared and contrasted within the literature.
Language: English
ISSN: 1554-5210
Article
Teacher Educators as Agents of Reform
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 4
Date: Summer 1995
Pages: 22
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Language: English
ISSN: 1071-6246
Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
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Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Article
Montessori as a School Reform Alternative Reflecting Biblical Anthropology
Available from: Taylor and Francis Online
Publication: Journal of Research on Christian Education, vol. 29, no. 3
Date: 2020
Pages: 307-327
Americas, Educational change, Montessori method of education, North America, United States of America
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Abstract/Notes: Today’s education has three impediments to meaningful and sustainable educational reform; first, the lack of precise and accurate anthropology of learners; second, dilemma between constructivism-leading academy and behaviorism-dominating classrooms; third, the lack of philosophy of education in theory and practice. The Montessori system was built upon the Christian theological anthropology, which uncovers that the main source of failure in our education is humanity’s original sin and sins preventing us from fulfilling the Imago Dei or the reciprocating self. This article highlights why the Montessori method is a feasible school reform model by briefly examining Montessori’s anthropology centering on Imago Dei, teacher’s respect for the child resulting in education through being and embodiment, and systematized teacher-training system.
Language: English
DOI: 10.1080/10656219.2020.1841049
ISSN: 1065-6219
Article
La Casa de los Niños de María Montessori: ¿Sistema Vigente o Anacrónico? Reformas y Políticas Educativas
Available from: Universidad Simón Bolívar (Colombia)
Publication: Justicia, vol. 13, no. 13
Date: 2008
Pages: 77-82
Americas, Colombia, Education policy, Educational change, Latin America and the Caribbean, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., South America
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Language: Spanish
ISSN: 0124-7441
Article
Are Multi-Age Grouping Practices a Missing Link in the Educational Reform Debate?
Available from: SAGE Journals
Publication: NASSP Bulletin, vol. 79, no. 568
Date: 1995-02
Pages: 27-32
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Abstract/Notes: The realities of child development defy efforts to categorize children's abilities and attainments within the conventional graded structure. Pupil readiness varies, and children progress in all subjects at different rates. The development of multiage or cross-age groupings, sometimes coordinated with youngsters in tutoring programs, has produced promising outcomes, especially in the affective and social skills areas. (26 references) (MLH)
Language: English
DOI: 10.1177/019263659507956805
ISSN: 0192-6365
Article
A Winning Alliance: Louisville's Kennedy School Benefits from Ties to National Reform Organization
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 2
Date: Winter 1997
Pages: 10-11
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Language: English
ISSN: 1071-6246