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Article
Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]
Available from: CAIRN
Publication: Les Études Sociales, vol. 163, no. 1
Date: 2016
Pages: 43-77
Europe, France, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe
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Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]
Language: French
ISSN: 0014-2204
Article
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Date: 2020
Pages: 167
Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia
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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Language: Turkish
DOI: 10.7176/JSTR/6-06-12
ISSN: 2422-8702
Article
Kingston's New Rules: [New York] District's Start Up Driven by Principal, Senator's Suport and Distance Teacher Prep
Publication: Public School Montessorian, vol. 20, no. 4
Date: Summer 2008
Pages: 1, 17
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Language: English
ISSN: 1071-6246
Article
AMI News; AMI/USA News
Publication: AMI/USA News, vol. 19, no. 1
Date: Mar 2006
Pages: 4–5, 10
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Abstract/Notes: Thailand project; International Women's Day; school recognition; consultants' retreat; TV Turnoff Week; teacher recruitment
Language: English
Article
AMI News; AMI/USA Events; Office News
Publication: AMI/USA News, vol. 19, no. 2
Date: May 2006
Pages: 4–6
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Abstract/Notes: 2007 Refresher Course; AMI annual meeting; Consultations
Language: English
Article
Educational News and Comment; General News
Available from: HathiTrust
Publication: American Education, vol. 16, no. 5
Date: Jan 1913
Pages: 235
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Language: English
ISSN: 0002-8304
Article
Educational Intelligence; Middle Atlantic States; New York; New York City
Available from: HathiTrust
Publication: American Primary Teacher, vol. 31, no. 2
Date: Oct 1912
Pages: 78
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Language: English
Article
Celebrations: New Beginnings and New Hopes
Publication: Tomorrow's Child, vol. 6, no. 4
Date: 1998
Pages: 20
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Language: English
ISSN: 1071-6246
Article
Our Cover Shot–Finding Space for Your School: A New Solution to a Common Challenge–The New School of Lancaster, Pennsylvania
Publication: Tomorrow's Child, vol. 4, no. 1
Date: 1995
Pages: 12
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Language: English
ISSN: 1071-6246
Article
Good News/Bad News
Publication: Tomorrow's Child, vol. 2, no. 6
Date: Dec 1994
Pages: 4
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Language: English
ISSN: 1071-6246