Language: English

Published: Frankfurt am Main, Germany: Peter Lang, 1995

ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44

Language: English

DOI: 10.1086/456450

ISSN: 1554-8279, 0013-5984

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım Programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice

Language: English

Published: Chicago, Illinois, 2022

Language: English

Published: New York, New York: Springer, 2012

ISBN: 978-94-007-4016-7 978-94-007-4017-4

Abstract/Notes: Based on a database of over 500 resources, this paper explores the educational alternatives that exist today between the cracks of mainstream education and culture. It presents information about the growing numbers of schools and education centers that call themselves learner-centered, progressive, and/or holistic. Sources of data for this summary report also include over 3 years of informal interviews with and observations of people at alternative schools. The paper begins by examining terminology issues, discussing qualities for distinguishing educational alternatives, and describing eight types of schools (democratic and free schools, folk education, Quaker schools, homeschooling/unschooling/deschooling, Krishnamurti schools, Montessori schools, open schools, and Waldorf schools). It also presents frameworks for education (maps for understanding the territories of alternatives), and it discusses the three orientations of a competency based education: transaction (progressive), self-directed (learner-centered), and transformation (holistic). After looking at political issues around school choice which could impact the growth of the various philosophical alternatives, the paper concludes that in a society where issues of pluralism and diversity are valued as part of creating a more sustainable world and just democracy, the diversity of philosophical perspectives in education needs to be acknowledged. (Contains 41 references.) (SM)

Language: English

Published: New Orleans, Louisiana, 2002

Language: English

Published: New York, New York: A. A. Knopf, 1930

Abstract/Notes: Penelitian ini dilatarbelakangi Implementasi pendidikan karakter untuk mempersiapkan mereka kelak sebagai pribadi yang mempunyai identitas diri, melalui pembiasaan dan keteladanan. Tujuan penelitian ini adalah untuk mengetahui: (1) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar eksperiensial? (2) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar one-on-one lesson? (3) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar peace education?Penelitian  ini   menggunakan   pendekatan  kualitatif dan menggunakan penelitian jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah  observasi,  wawancara,  dan  dokumentasi.  Hasil penelitian: (1) Guru dalam proses belajar secara aktif sehingga peserta didik dapat memperoleh pengalaman langsung dan terlatih untuk dapat menemukan sendiri berbagai pengetahuan yang dipelajarinya. (2) Guru memberikan satu tema dan membimbing peserta didik dengan belajar langsung untuk menunjang kebutuhan belajar sehingga peserta didik dapat perhatian penuh dari guru dalam proses belajar (3) Guru membantu peserta didik untuk memiliki kemampuan mengatasi konflik dan masalahnya sendiri, tanpa kekerasan dan dengan cara yang kreatif 0 CITATIONS 0 Total citations 0 Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio

Language: Indonesian

DOI: 10.53621/jider.v3i3.233

ISSN: 2807-5471, 2807-548X

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish.

Language: English

Published: Dublin, Ireland, 2023