Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1216 results

Article

Froebel 과 Montessori 의 유아 수학교육론의 비교 [Comparison of Froebel's and Montessori's Early Childhood Mathematics Education Theories]

Available from: RISS

Publication: 유아교육연구 / Korean Journal of Early Childhood Education, vol. 3, no. 1

Pages: 37-51

See More

Language: Korean

ISSN: 1226-9565, 2733-9637

Master's Thesis

Froebel과 Montessori의 敎育思想 比較硏究 [Educational Ideas of Froebel and Montessori]

See More

Language: Korean

Published: Cheongju, South Korea, 1993

Article

A Comparison of Froebel and Montessori in Their Approaches for Preschool Mathematics / Froebel과 Montessori의 유아 수학교육론의 비교

Available from: RISS

Publication: 德成女大論文集 / Duksung Women's University Journal, vol. 8

Pages: 109-130

See More

Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.

Language: Korean

Article

Fröbel und Montessori: Bericht über einen Lehrgang im Friedrich-Fröbel-Haus in Bad Blankenburg in Thüringen [Froebel and Montessori: Report on a course in the Friedrich Froebel House in Bad Blankenburg in Thuringia]

Publication: Kindergarten, vol. 69

Pages: 122-127

Europe, Germany, Western Europe

See More

Language: German

Article

Praises Froebel and Montessori: Suffragist Interested in Methods and Works of Kindergartens

Available from: Chronicling America (Library of Congress)

Publication: New York Tribune (New York, New York)

Pages: 5

Comparative education, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

See More

Language: English

ISSN: 1941-0646

Article

✓ Peer Reviewed

The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All

Available from: Teachers College Record

Publication: Teachers College Record, vol. 113, no. 3

Pages: 395-430

See More

Abstract/Notes: More than a century before modern controversies over scripted instruction, the Froebelian kindergarten--the original kindergarten method designed by Friedrich Froebel--and Maria Montessori's pedagogy were criticized for rigidly prescribing how teachers taught and children learned. Today, scripted methods such as Direct Instruction and Success for All are condemned for limiting teachers' autonomy and narrowing students' learning, especially that of students from low-income backgrounds, for and with whom scripts are often designed and used. Proponents of scripted instruction counter that it is helpful for teachers and effective with students. Comparing historical and modern scripts offers an opportunity to explore teachers' reactions to this hotly debated approach to school reform and to think about some possible implications for teacher education. I examine how teachers reacted to four different models of scripted instruction. I chose to compare the Froebelian kindergarten, Montessori, Direct Instruction, and Success for All because of their longevity, wide use, and the amount of information available about them. I focus on the scripts' theory and research base and teacher training, and on teachers' assessments of the scripts' effectiveness, and ask how these factors might influence teachers' autonomy, fidelity, and resistance when using scripts. Research Design: Using historical methods, I summarize the history of scripted instruction; selectively survey research on teacher autonomy, fidelity, and resistance; and interpret primary and secondary sources on the Froebelian kindergarten, Montessori, Direct Instruction, and Success for All. Teacher autonomy, fidelity, and resistance varied in these four scripts. Froebelian kindergarten and Montessori teachers autonomously chose to receive scripted, lengthy, intensive, pre-service training and professional development in closed professional learning communities. Direct Instruction and Success for All teachers receive scripted, relatively limited pre-service training and ongoing professional development in schools in which teachers often do not autonomously choose to teach. Despite the scripted training, most Froebelian kindergarten teachers, and many Montessori, Direct Instruction, and Success for All teachers modified these scripts at the classroom level; some Froebelian and Montessori teachers made very overt, substantial changes when the social class backgrounds of the students changed. Many Froebelian and most Montessori teachers seemed to believe that these scripts helped their students learn. Direct Instruction and Success for All teachers express more mixed views of these scripts' effectiveness. Some say that the scripts "work "for their students but that as teachers they feel constrained, a situation I see as a professional dilemma. Anecdotally, some new teachers with little pre-service training say that they feel limited by scripts but daunted by the task of creating curricula and instruction on their own. My research raises questions about teachers' reactions to scripts. The examples of Froebelian kindergarten, Montessori, Direct Instruction, and Success for All teachers I studied suggest that there may be unpredictable contradictions in scripted instruction. Scripted, autonomously chosen, intensive training may strengthen teacher fidelity and resistance, by giving teachers a deep repertoire of pedagogical skills that some continue to use and others use to autonomously modify scripts in response to students' perceived needs. Scripted, externally imposed, less extensive training may give some teachers a sense of security but also create tensions between the scripts 'perceived effectiveness and the teachers' desires for autonomy, and, for new teachers, between autonomy and the difficulty of independently designing curricula and methods. I argue that these reactions suggest that educators in traditional pre-service teacher education programs may want to experiment with offering an autonomous choice of distinctly different instructional models, including scripted ones such as Direct Instruction and Success for All, in which teachers in training in professional learning communities may become deeply skilled. I also argue that script developers may want to experiment with giving teachers more explicit autonomy, both in choosing scripts and in modifying them, and more extensive pre-service training. I recommend more comparative research on teachers' reactions to scripts, especially on new teachers. [ABSTRACT FROM AUTHOR]

Language: English

ISSN: 0161-4681, 1467-9620

Article

In Defense of Froebel: Ontario's 1913 Rejection of the Montessori System

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 12, no. 1

Pages: 6–11

See More

Language: English

ISSN: 0010-700X

Doctoral Dissertation

An Analysis of Froebel's Play and Montessori's Work in Terms of Their Implementation as Learning Tasks in the Systems' View of Education

Available from: ProQuest - Dissertations and Theses

See More

Language: English

Published: New York City, New York, 1971

Article

A Comparison of the Montessori and Froebelian Systems

Available from: HathiTrust

Publication: Primary Plans, vol. 11, no. 1

Pages: 9, 41

Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

See More

Language: English

Book Section

Montessori und "Der Schweizerische Kindergarten" [Montessori and "The Swiss Kindergarten"]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 147-184

Europe, Kindergarten (Froebel system of education), Montessori method of education, Switzerland, Western Europe

See More

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Advanced Search