Language: Italian

ISSN: 2421-440X, 2723-9004

Language: French

ISSN: 2492-3524

Language: English

DOI: 10.1080/00094056.2001.10522165

ISSN: 0009-4056, 2162-0725

Language: English

Abstract/Notes: Summary of session at 1995 summer conference, Mexico

Language: English

Abstract/Notes: This mixed-method exploratory case study investigates the research question: To what extent do pre-K through eighth-grade public Montessori school teachers perceive that their professional knowledge and abilities, experiences, and resources impact their capacity to integrate arts into their general classroom curriculum? Public Montessori teachers from five public-choice Montessori schools in a school district of the suburban and urban areas of southeastern South Carolina were invited to participate. The teachers in these public Montessori schools have varied levels of education and professional development experience with the arts in education. Some participants were general education teachers prior to becoming Montessori teachers due to the transition of traditional program elementary schools to Montessori schools. Survey questions addressed themes and subthemes related to integrating the arts with core curriculum subjects including math, history, science, English language arts, and social justice and humanities. The subthemes were also designed to delineate perceptions of experience or knowledge with visual arts, music, dance, poetry, drama, and theater. Data were gathered from the participant responses and a district program description, including professional development offerings. To analyze the data, the research question themes were coded by the field annotations: abilities, knowledge, resources, benefits, and barriers. The coding involved identifying patterns and similarities in the teachers’ responses of their perceptions related to arts integration in their Montessori classrooms. The overall results indicated the teacher participants believe that students who exhibit excess energy would benefit from an increase in movement, collaboration, and music, as well as a significant increase in exposure to the arts. Largely, the teachers indicated feeling uncertain about integrating the arts into their Montessori classrooms due to barriers such as lack of resources, time, and professional development experience. Therefore, it is recommended that educational leaders create professional development opportunities through collaboration with the arts team at each school, the community arts professionals, and the district administration.

Language: English

Published: Biddeford, Maine, 2021

Abstract/Notes: Part I: From Italy to the World Maria Montessori (1870-1952) might not be quite as famous as her near contemporaries Sigmund Freud (1856-1939) and Albert

Language: English

Published: Sep 15, 2022

Abstract/Notes: includes photo

Language: English

ISSN: 1071-6246

Language: English

Abstract/Notes: Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and '70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.

Language: English

ISSN: 0039-3541, 2325-8039