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1068 results

Article

✓ Peer Reviewed

Attempting Equity in Classroom Practice: A Debate Across Educational Systems

Available from: University of Chicago Press

Publication: The Elementary School Journal, vol. 124, no. 1

Pages: 129–156

Americas, Canada, Comparative education, International baccalaureate - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms—both between teachers and students, and among students—by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.

Language: English

DOI: 10.1086/725728

ISSN: 0013-5984

Article

✓ Peer Reviewed

Shaping Executive Function in Pre-School: The Role of Early Educational Practice

Available from: ScienceDirect

Publication: Cognitive Development, vol. 67

Pages: Article 101344

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Abstract/Notes: Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of the role of early educational practice in shaping the EF. Previous studies suggest that children in Montessori schools, which promote autonomy and self-regulation, often perform better on EF tasks than children in conventional schools. Evidence to date, however, is not unequivocal across the studies due to a number of factors, including the heterogeneity of the tasks used to assess EF and/or possible baseline differences in the groups that are compared. Here we compare the EF skills of fifty-eight, 4- to 6-year-olds of a similar socio-economic background who had been attending either a Montessori preschool or a conventional preschool for the same period of time. Their performance was assessed with different tasks involving a range of EF processes, such as working memory, cognitive flexibility, inhibitory control, and self-regulation. Results show an advantage of Montessori preschoolers in all EF tasks. More broadly, findings suggest that even when EF skills are not purposely trained, they can be enhanced by specific educational practices.

Language: English

DOI: 10.1016/j.cogdev.2023.101344

ISSN: 0885-2014

Article

Se gan to sono kyōgu ni tsuite / セガンとその教具について / Study and Life of E. Seguin and His Educational Materials

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 43

Pages: 18-26

Early childhood care and education, Early childhood education, Édouard Séguin - Biographic sources, Édouard Séguin - Philosophy

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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Article

Montessōri kyōiku no ataeru eikyō / モンテッソーリ教育の与える影響 / The Educational Impact of Montessori Education

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 31

Pages: 76-83

Montessori method of education - Evaluation

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Language: Japanese

ISSN: 0913-4220

Article

Montessōri kyōiku kankyō / モンテッソーリ教育環境 [The Montessori Educational Environment]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 30

Pages: 80-89

Montessori method of education - Criticism, interpretation, etc.

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Language: Japanese

ISSN: 0913-4220

Article

[The Educational Meaning of Sensitive Periods]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 24

Pages: 20-23

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Article

✓ Peer Reviewed

Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction

Available from: SAGE Journals

Publication: Educational Evaluation and Policy Analysis, vol. 44, no. 4

Pages: 567-592

Comparative education

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Abstract/Notes: This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.

Language: English

DOI: 10.3102/01623737221093382

ISSN: 0162-3737

Article

✓ Peer Reviewed

Montessori as an Alternative in Post-Totalitarian and 'Folwark' Educational Culture – Ethnographical Research Report

Available from: Uniwersyteckie Czasopisma Naukowe

Publication: Problemy Wczesnej Edukacji [Issues in Early Education], vol. 49, no. 2

Pages: 128-144

Eastern Europe, Europe, Montessori method of education - Criticism, interpretation, etc., Poland

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Abstract/Notes: The article addresses the issue of alternative education in the context of cultural codes. On the basis of ethnographic research conducted in primary Montessori schools in Poland the author analyses the significance of local culture for the global range pedagogy, and in this way questions the thesis according to which Montessori is indifferent to cultural differences. The results of the research show, that all three cultural codes, including the totalitarian and folwark ones are present in many different situations investigated during the research. At the same time Polish Montessori schools are undoubtedly these places in which the modernization code is overwhelmingly present.

Language: English

DOI: 10.26881/pwe.2020.49.11

ISSN: 1734-1582, 2451-2230

Article

A Neveléstörténet Tárgya, Funkciója a Pedagógia Táguló Határaival, Elágazó Problematikájával Összefüggésben / Subject and Function of Educational History in Relation to the Expansion and Variety of Problems of Pedagogy

Available from: Arcanum Digitális Tudománytár

Publication: Tanulmányok a neveléstudomány köréből

Pages: 193-212

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Language: Hungarian

ISSN: 0082-1632

Article

✓ Peer Reviewed

Um movimento em direção aos espaços educadores sustentáveis na Pedagogia Montessori [A movement towards sustainable educational spaces in Montessori Pedagogy]

Available from: Comunicações

Publication: Comunicações, vol. 22, no. 2

Pages: 391-413

Americas, Brazil, Latin America and the Caribbean, South America

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Abstract/Notes: Apresenta-se aqui o resultado da pesquisa feita numa escola de educação infantil e ensino fundamental de São José (SC) que objetivou verificar as contribuições da pedagogia Montessori às dimensões da escola como um espaço educador sustentável (EES). Revisitaram-se as ideias de educadores que pensaram uma escola à realidade da educação de seu tempo histórico e cultural, especialmente as de Maria Montessori. Na educação ambiental, destacaram-se a sustentabilidade, a escola sustentável e o nosso modo de ser, estar e permanecer na “casa de vida”, sob o olhar de Sauvé, Sato e outros. Ancorou-se em Foucault, com seu entendimento sobre os discursos de verdade, e em Bachelard, que interligou ciência e arte. A pesquisa evidenciou que a escola em foco está em processo de transição de constituir um EES quanto à dimensão do currículo, do projeto político pedagógico e da interação escola-comunidade e em virtude de seus caminhos e escolhas, entretanto algumas limitações existem, principalmente no espaço arquitetônico. Nas falas da comunidade escolar, viu-se que a escola busca criar seu próprio caminho, suas próprias estradas, e, embora não apresente total consonância entre sua proposta e os objetivos do Programa Nacional Escolas Sustentáveis, ambos possuem aspectos em comum. Concluiu-se que o projeto do centro educacional continua se efetivando entre saberes e fazeres da pedagogia Montessori. [We present here the result of a research carried out in a kindergarten and elementary school in São José (SC) which aimed to verify the contributions of Montessori pedagogy to the dimensions of the school as a sustainable educational space (EES). The ideas of educators who thought a school to the reality of education in its historical and cultural time were revisited, especially those of Maria Montessori. In environmental education, sustainability, the sustainable school and our way of being, being and staying in the “home of life” were highlighted, under the eyes of Sauvé, Sato and others. It was based on Foucault, with his understanding of truth discourses, and on Bachelard, who linked science and art. The research showed that the school in focus is in a transition process of constituting an EES regarding the dimension of the curriculum, the pedagogical political project and the school-community interaction and due to its paths and choices, however some limitations exist, mainly in the space architectural. In the speeches of the school community, it was seen that the school seeks to create its own path, its own roads, and, although it does not present total consonance between its proposal and the objectives of the Sustainable Schools National Program, both have aspects in common. It was concluded that the project of the educational center continues to be carried out between the knowledge and practices of Montessori pedagogy.]

Language: Portuguese

DOI: 10.15600/2238-121X/comunicacoes.v22n2ep391-413

ISSN: 2238-121X, 0104-8481

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