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1696 results

Book

The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years. Volume 1, Spontaneous Activity in Education

Maria Montessori - Writings, Montessori method of education

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Abstract/Notes: Also known by the title: Spontaneous Activity in Education.

Language: English

Published: Oxford, England: Clio, 1997

ISBN: 1-85109-114-9

Series: The Clio Montessori series , 9

Volume: 1 of 2

Article

Analysis of Montessori Sensory Education and the Math Education Content Commonly Included in the National Curriculum / 몬테소리 감각교구와 국가수준 유아수학교육 내용 비교 연구

Available from: Kyobo Book (South Korea)

Publication: 유아교육·보육복지연구 [Journal of Early Childhood Education & Educare Welfare], vol. 14, no. 3

Pages: 49-69

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Abstract/Notes: The purpose of this study is to analysis of Montessori sensory education and the math education content commonly included in the national curriculum. The study is based on the theoretical ground that diverse, specific and systematic activities and teaching tools would help efficient teaching of abstract math concepts to young children considering their developmental characteristics. First, the math education content commonly included in the national curriculum(2007 Kindergarten Curriculum and Standard Childcare Curriculum) was analyzed and then used as reference in determining the amount of math education content included in Montessori sensory education. According to this study, even though Montessori sensory education demonstrated limited relevance to number and arithmetics, all other math content was sufficiently addressed. Therefore, the use of Montessori sensory education could be considered an efficient approach to enhancing basic math ability of young children. / 본 연구는 몬테소리 감각교구가 국가수준 교육과정에서 다루고 있는 유아 수학교육 내용을 어느 정도 다루고 있는지 비교함으로써, 유아의 수학적 기초 능력 향상을 위해 몬테소리 감각교구를 활용하기 위한 기초자료를 마련하는 데 그 목적이 있다. 이를 위해 2007년 유치원 교육과정 및 표준보육과정에서 공통적으로 다루고 있는 수학교육내용(수와 연산, 기하, 측정, 규칙성, 자료의 분석)에 따라 몬테소리 감각교구를 분석하였다. 본 연구 결과 몬테소리 감각교구는 수학교육 내용 중 수와 연산과는 비교적 관련성이 적었으나 모든 감각교구가 수학교육 내용을 충분히 다루고 있었다. 따라서 유아의 수학적 기초 능력 향상을 위한 방안으로 몬테소리 감각교구를 활용할 수 있다고 사료된다.

Language: Korean

ISSN: 2288-4467

Doctoral Dissertation (Ph.D.)

Circular Food Education: Developing a food education programme based on sustainability, experiential learning and pleasure in Irish primary schools

Available from: Technological University Dublin

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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

Article

Cosmic Education as a Parent Education Tool

Publication: Parenting for a New World (AMI/USA), vol. 11, no. 2

Pages: 1-3

Cosmic education

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Language: English

Article

✓ Peer Reviewed

Inclusive Education for Exceptional Children in Egypt and the US: Reforming Egyptian Inclusive Education System in Post-pandemic World

Available from: Knowledge E Publishing

Publication: Gulf Education and Social Policy Review (GESPR), vol. 3, no. 2

Pages: 318-344

Africa, Americas, Educational change, Egypt, Inclusive education, Middle East, Montessori method of education - Criticism, interpretation, etc., North Africa, North America, United States of America

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Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.

Language: English

DOI: 10.18502/gespr.v3i2.12617

ISSN: 2709-0191

Book

Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Article

✓ Peer Reviewed

Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 6, no. 1

Pages: 1-18

Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Language: English

DOI: 10.17161/jomr.v6i1.8539

ISSN: 2378-3923

Article

Career Education vs. Education as a Career

Publication: American Montessori Society Bulletin, vol. 15, no. 4

Pages: 1-11

Career education, Teaching

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Language: English

ISSN: 0277-9064

Article

Montessori education for environmental education

Publication: Montessori Voices [Montessori Aotearoa New Zealand], no. 77

Pages: 21

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Language: English

ISSN: 1178-6213, 2744-662X

Article

Montessori Spotlight: Teacher Education Action Commission (TEAC) - Supporting Teacher Education Programs

Available from: ProQuest

Publication: Montessori Life, vol. 34, no. 2

Pages: 16-17

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Abstract/Notes: Debbie Sheehan, a TEAC Elementary representative, describes her experience: "TEAC provides teacher education program directors and instructors the opportunity to work with seasoned Montessori directors and instructors from various teacher education programs. Currently, AMS is piloting a training program for teacher education programs and their adult learners. Between meetings, members are expected to participate in work groups and subcommittees, review and recommend teacher education programs for affiliation, review and make recommendations for teacher education standards, and serve as ambassadors for the larger teacher education community.

Language: English

ISSN: 1054-0040

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