Language: English

Published: Cleveland, Ohio: Cleveland College, Division of General Studies, n.d.

Abstract/Notes: The authors project hopes to demonstrate the high Impact of Montessori on academic, economic, and social outcomes and how various educational interventions promote the growth of creativity.

Language: English

ISSN: 2215-1249, 2772-7319

Language: Czech

Language: English

ISSN: 1071-6246

Language: English

Published: New York, New York: Holt and Co., 1914

Language: English

Abstract/Notes: This thesis focuses upon the explosion of renewed interest in the USA and Australia in the methods of Montessori and examines the direction being taken by the present day exponents of the Montessori system. The thesis sets out to show how a flexible philosophy became a rigid method; how the theory and practice of the Montessori method became a contradiction in terms. In theory, a timeless method; in practice it became institutionalised and unchangeable, while remaining a viable alternative for many areas of contemporary education. An examination of the current research into the Montessori method, while substantiating some of the claims made by her protagonists, confutes many of the other assertions made by them. The writer sees the Montessori method as a viable model of teaching equally applicable to the modern educational setting as it was to a past pedagogical arena and proceeds to demonstrate how the method can be extended, and interrelated with recent educational procedures. Thus the thesis tentatively places the Montessori method, a model that begins with observation and ends with discovery, in its correct philosophical and historical setting. It is not a cure for all the educational problems of today, much as some enthusiasts would like to believe, but rather the efforts of a pioneering genius, who developed educational practices based on an approach to children that had never before been tried

Language: English

Published: Queensland, Australia, 1984

Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.

Language: English

Published: Las Cruces, New Mexico, 2022

Abstract/Notes: Montessori Math pedagogy can be understood from a cognitive psychology perspective. Math concepts are introduced simply and concretely using manipulatives in the early years, followed by reintroduction several times in the years that follow with increasing abstraction and complexity—a progression both logically and developmentally appropriate. Although appreciation is growing in the abstract reasoning that children of all ages are capable of, substantial evidence indicates that grounded representations, like those employed in Montessori math instruction, help children form abstract concepts and generalization.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

Published: Urbana-Champaign, Illinois, 1970