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Article

✓ Peer Reviewed

Learn About Some Advantages and Disadvantages of Applying Montessori Education in Vietnam

Available from: American Research Journal of Humanities and Social Science

Publication: American Research Journal of Humanities & Social Science, vol. 4, no. 1

Pages: 30-34

Asia, Southeast Asia, Vietnam

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Abstract/Notes: As an influential educator in the twentieth century, Montessori created education method which has been applied in many countries around the world, including Vietnam. Applying the Montessori method has many advantages such as the education promotion policies of the Communist Party of Vietnam and the State, an easy-to-receive mentality as well as the variety and diversity of documents. However, applying Montessori method also faces disadvantages such as the shortage and non-uniformity of facilities and teachers; the suitability and compatibility with local education and scientific assessments on the effects and impacts of this education method in Vietnam.

Language: English

ISSN: 2378-702X

Article

My System of Education

Available from: HathiTrust

Publication: Journal of Proceedings and Addresses of the Fifty-Third Annual Meeting and International Congress on Education, vol. 53

Pages: 64-73

Americas, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, North America, United States of America, ⛔ No DOI found

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Abstract/Notes: A speech delivered at the third International Congress of Education of the National Education Association (53rd National Education Association conference) in Oakland, California on August 16, 1915.

Language: English

Book Section

Montessori Education: Building Life with Soft Skills for a Better Life

Available from: Taylor and Francis Online

Book Title: Soft Skills for Human Centered Management and Global Sustainability

Pages: 69-76

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Abstract/Notes: Research on human development, brain plasticity and learning capacity confirms that the early years of life are critical to develop the foundations of what will become a mature adult. Maria Montessori, an exceptional visionary woman for her time in the early 20th century, developed an educational model that is increasingly effective today. It follows the interests of children based on their actions and movements in school enhancing independence, creativity and simulating real life in society. Montessori education incorporated in the traditional cognitive-based curriculum the importance of Soft Skills as a critical dimension of social interactions missing in most educational models. An essential component in Montessori education is achieving educational goals paralleled with activities the child performs in the classroom simulating practical activities in daily life. Montessori’s Grace and Courtesy (G&C) is embedded in lessons that are drilled continuously to support students to become successful in social relationships with peers and adults. G&C are lessons founded in Soft Skills development that become an integral part of behavior positively impacting personal lives. Montessori education responds to surmounting evidence about the need for Soft Skills across educational levels and from an early age develops Soft Skills that students will need to succeed in life and are increasingly demanded in the workplace. This chapter highlights the need to start teaching and practicing Soft Skills at early educational levels and it shows how Montessori education has accomplished this objective for over a century.

Language: English

Published: New York: Routledge, 2021

ISBN: 978-1-00-036891-8

Doctoral Dissertation

The Educational Theories of Rudolf Steiner: An Exposition of the Concepts Fundamental to Steiner's Theories and an Examination of Their Validity by Means of a Comparison with the Theories of Other Educationalists

Available from: British Librarty - EthOS

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Abstract/Notes: The main thesis deals with the educational theories of Rudolf Steiner. These theories are dealt with in Parts III to VIII of the thesis. Before this, in Part 1, there occurs a brief description of the background and life of Steiner; and, in Part II, a,, philosophical discussion of the basic tenets and assumptions upon which Steiner's educational theories rest. The areas dealt with in Parts III to VIII are divided into three. The first is an exposition of Steiner's ideas; the second is a comparison and appraisal of Steiner's theories with other educationalists; the third is an examination and evaluation of some of the concepts which are fundamental to Steiner's theories. The first of these areas i. e. the exposition of Steiner's ideas, is subdivided into three: his views on the nature of the child and the'way in which the child grows and develops; methodologies of teaching; and content and curriculum. An exposition of Steiner's theories on the nature of the child and its development occurs in Part III. - This is followed, in Part IV, by an evaluation of his theories by comparing them with other educationaliits. In Part V an examination of Steiner's theories on methodologies of teaching, by considering his views of "The Temperaments", occurs; - reference and comparisons to other educationalists are made in the same section. In. Part VI descriptions of the Waldorf curriculum are given and this is followed by an evaluation at the end of the section. The evaluation examines 'a number of concepts upon which the Waldorf curriculum has bpen formulated in the context of modern day curriculum objectives, design and learning experiences. In Part VII a brief historical perspective : is obtained of Steiner's theories by comparing his views with those of Plato, Rousseau and Montessori. This perspective is placed in a modern day context in Part VIII, and is obtained by an examination of many of the concepts fundamental to Steiner's theories. This includes a detailed critique of two of the main assumptions upon which Steiner's theories of education rest; an examination of the relationship of the individual to society in an educational context; and a discussion of the nature and aims of the educational process.

Language: English

Doctoral Dissertation

Imported Education: Investigating Educational Innovation Through a Case Study of a Montessori School in Thailand

Available from: University of Illinois - IDEALS

Asia, Southeast Asia, Thailand

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Abstract/Notes: This study investigates the dynamics of importing an innovative educational program across a cultural boundary. It is a case study of a particular Montessori School in Thailand that has practiced Montessori education for over sixteen years. The research's aim is to explore the process of adoption and adaptation as the program evolved, and to examine the cultural and social factors in Thailand that may be related to the adaptations. A combination of in-depth interviews and school/classroom observations was used in this study. The school was observed for a period of three months, and interviews were conducted with the director, twelve teachers, and eight parents. The method of triangulation and crosschecking were employed to ensure the validity and accuracy of the findings. The study explored in detail the various historical stages of the evolution of the school and analyzed them as involving different phases and types of changes, adaptations and conflicts. Much of the analysis relied on the perceptions of the director. These include her ideals and personal evolution with the program, her perceptions of difficulties as the program evolved, her perceptions of teachers' and 08 December 2012 Page 13 of 17 ProQuest parents' relationships to Montessori education, and her accounts of many decisions that she had to make. In addition, the teachers' feelings and attitudes regarding their work and the parents' perspectives and attitudes toward the school and education of their children also informed the analysis. The process of evolution of the imported educational method is conceptualized into four partially overlapping phases--Transportation, Translation, Transformation, and Nationalization. Aspects of program's implementation are classified into three features, representing three ways in which the existing cultural values and social expectations interacted with the program. These include adaptations to preserve the host's cultural values, adaptations to ensure the survival of the program, and conflicts of values and norms experienced by the teachers in their work at the school and by the parents in their vision of education for their children.

Language: English

Published: Urbana-Champaign, Illinois, 2002

Book

The Montessori System of Education: An Examination of Characteristic Features Set Forth in Il Metodo Della Pedagogica Scientifica

Available from: ERIC

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Abstract/Notes: The publication of "Il metodo della pedagogica scientifica," by Dr. Maria Montessori, docent in the University of Rome, giving a full account of the inception and development of the system of education of which she is the author and the simultaneous translation of the work into English and German are events so unusual as to challenge attention. The explanation of this interest is found in the new conception of social life and its regenerative forces which is stirring throughout the world. Among these forces that of education has been exalted by both scientific investigators and sociologists to a supreme position; but the word "education" is used by them in a sense differing somewhat from the formal disciplines which it generally implies, a sense indicated by the qualifying term scientific. The present examination will be limited to methods that differentiate this system from others; in other words, to the methods of promoting functional activity or autoeducation under the essential condition of the liberty of the pupil. This limitation will exclude the emotional disgression, the general discussions, and the critical reflections which make up a large part of the volume and have value for their personal revelations. The passages cited from the original work are taken from the English version, which has been approved by the author. A bibliography is included. [Best copy available has been provided.]

Language: English

Published: Washington, D.C.: Government Printing Office, 1912

Series: United States Bureau of Education Bulletin , 17

Article

✓ Peer Reviewed

Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries

Available from: Multidisciplinary Digital Publishing Institute (MDPI)

Publication: Sustainability, vol. 13, no. 1

Pages: 343

Perceptions, Sustainability

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Abstract/Notes: The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.

Language: English

DOI: 10.3390/su13010343

ISSN: 2071-1050

Article

Woguo meng shi jiaoyu zhong xiancun de wuqu he duice / 我国蒙氏教育中现存的误区和对策 [A Preliminary Study of the Montessori Educational Model in China]

Publication: Huzhou shi fan xue yuan xue bao / 湖州师范学院学报 [Journal of Huzhou Teachers College], vol. 27, no. 5

Pages: 105-107

Asia, China, East Asia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, ⛔ No DOI found

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Abstract/Notes: 在世界幼儿教育改革的大潮中,蒙台梭利教育法或成为许多国家重要的幼教模式,或被成功渗入到其教育模式之中,对当今世界各国幼儿教育的改革与发展有着重要的影响.同样,蒙台梭利教育法对我国幼儿教育的改革也具有借鉴意义.但是,必须正视我国蒙台梭利教育实践过程中存在的误区,以实现蒙台梭利教育法的中国化. [In the tide of early childhood education reform in the world, Montessori education method has become an important early childhood education model in many countries, or has been successfully infiltrated into their educational models, which has an important impact on the reform and development of early childhood education in various countries in the world today. Similarly, the Montessori education law also has reference significance for the reform of early childhood education in my country. However, we must face up to the misunderstandings in the practice of Montessori education in our country in order to realize the Sinicization of the Montessori education law.]

Language: Chinese

ISSN: 1009-1734

Article

✓ Peer Reviewed

Filsafat Pendidikan Maria Montessori Dengan Teori Belajar Progresivisme Dalam Pendidikan Aud [Maria Montessori Educational Philosophy with Progressivism Learning Theory in Early Childhood Education]

Available from: Universitas Islam Negeri Ar-Raniry

Publication: Bunayya: Jurnal Pendidikan Anak [Journal of Children's Education], vol. 6, no. 2

Pages: 64-88

Asia, Australasia, Indonesia, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]

Language: Indonesian

ISSN: 2549-3329

Master's Thesis

The Future of Public Education: A Free Appropriate Public Education for All Students

Available from: MINDS@UW River Falls

Educational change, Public schools

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Abstract/Notes: This paper examines the challenges facing the public school system as it attempts to live up to the promise to provide a “free appropriate public education” to all of its students. The funding mechanism for public schools, with its reliance on community funding, lends itself to inequities. The lack of an effective response to the rising challenge of mental health issues, the unwillingness to respond to the changing skill demands of the workforce by revising curriculum and the ineffectiveness of efforts to close the achievement gap have all led the public to question whether or not they are receiving an “appropriate” education. The response increasingly has been to look for a better educational alternative elsewhere, in charter schools. The effect of charter schools overall has been to weaken public schools’ abilities to provide a quality education for each and every student. An analysis of each of these challenges and possible responses will provide a possible road map for traditional public education to do a better job of living up to its mandate, to “promote the general welfare”.

Language: English

Published: River Falls, Wisconsin, 2020

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