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Article
Institutional Contexts and International Performances in Schooling: Comparing Patterns and Trends Over Time in International Surveys
Available from: Wiley Online Library
Publication: European Journal of Education, vol. 45, no. 1
Date: 2010
Pages: 153-173
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Abstract/Notes: 15 European countries were classified into four types in an international comparative study. The country profiles are based on indicators of the key concepts' funding, governance and choice. This research attempts to answer the question of how the quality of schooling of these types of education systems progressed as from 1995 and what explanations an expert panel of educationalists and researchers can provide for the outcomes. We observe significant differences between the performance trends of the four types of education systems. Also, comparisons between the different years show relatively high and significant correlations, especially between the original sample of countries in 1995 and future performances in TIMSS and PISA measurements.
Language: English
DOI: 10.1111/j.1465-3435.2009.01420.x
ISSN: 0141-8211
Article
Thoughts of Our General Director in This International Year of the Child, the 50th Anniversary of Our Association and on the Occasion of the 19th International Montessori Congress
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1979, no. 1
Date: 1979
Pages: 1–4
Conferences, International Montessori Congress (19th, Amsterdam, Netherlands, 9-13 April 1979), Mario M. Montessori - Speeches, addresses, etc.
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Language: English
ISSN: 0519-0959
Book
Actes du 24ème Congrès Montessori International tenu à la Maison de l'UNESCO, 2, 3 et 4 juillet 2001: l'Éducation comme une Aide à la Vie [Proceedings of the 24th International Montessori Congress held at UNESCO House, 2, 3 and 4 July 2001: Education as an Aid to Life]
Conferences, International Montessori Congress (24th, Paris, France, 2-4 July 2001)
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Language: French
Published: Paris, France: Association Montessori de France, 2001
ISBN: 2-9518450-0-6 978-2-9518450-0-8
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
Nouvelle Diverses; Le 20. Congrès international de Pédagogie Montessori [The 20th International Montessori Congress]
Available from: Université Caen Normandie
Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 13, no. 97
Date: Apr-May 1934
Pages: 124-125
Conferences, International Montessori Congress (20th, Karachi, Pakistan, 3-5 January 1985)
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Language: French
Article
Le premier Congrès International Montessorien à Elseneur [The first Montessorian International Congress in Elsinore (Denmark)]
Available from: Université Caen Normandie
Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 8, no. 53
Date: Dec 1929
Pages: 299-300
Conferences, International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Maria Montessori - Philosophy, Montessori method of education, Montessori movement, Rosy Joosten-Chotzen - Writings
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Language: French
Book
Comparative and International Studies in Theory and Practice of Education: Proceedings of the Annual Conference of the Australian Comparative and International Education Society
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Language: English
Published: Hamilton, New Zealand: Australian Comparative and International Education Society, 1983
Article
A 3-Year Study Of Self-Regulation In Montessori And Non-Montessori Classrooms
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 2
Date: Summer 2010
Pages: 22-31
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Abstract/Notes: Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work (1978). Though Montessori did not use the term "self-regulation," the descriptions of inner discipline, or "normalization," in her writings are clearly related to this concept. Because Montessori classrooms emphasize developing behaviors associated with self-regulation, Lander University's Montessori Teacher Education Program chose to focus on this as a topic of research in a 3-year study funded by a 2004 congressionally directed grant. Findings showed positive results for Montessori children in ratings of self-regulation and academic performance which affirm the effectiveness of Montessori classroom practice in fostering positive work habits and internal motivation. The authors hope that these results will lead more public school administrators, particularly those in small rural settings where programs of school choice are rare, to consider Montessori a viable option. (Contains 4 tables.)
Language: English
ISSN: 1054-0040
Book Section
Begabtenförderung und Montessori-Pädagogik [Promotion of talented students and Montessori pedagogy]
Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]
Pages: 335-342
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Language: German
Published: Münster, Germany: Lit, 2002
ISBN: 978-3-8258-5746-2
Series: Impulse der Reformpädagogik , 7
Article
Montessori Foundation Publishes Book [The Montessori Way, by Tim Seldin and Paul Epstein]
Publication: Public School Montessorian, vol. 16, no. 2
Date: Winter 2004
Pages: 32
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Language: English
ISSN: 1071-6246