Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Language: English

Language: English

ISSN: 0040-7887

Language: English

Published: London, England: Methuen, [1920]

Language: English

Published: Lausanne, Switzerland: Peter Lang, 2023

Edition: 1st

ISBN: 978-3-631-89586-3 978-3-631-89587-0 978-3-631-88286-3

Series: Erziehung in Wissenschaft und Praxis , 16

Abstract/Notes: Described are 12 innovative PACE projects in San Mateo County, California, which were developed with Elementary and Secondary Education Act Title III funds. Among the projects are--a preschool center, an industrial arts program, an elementary school music program, and adult job training. Others are--an identification and intervention project for emotionally disturbed children and families, upward bound summer programs, an elementary school project using multimedia audiovisual materials, and an educational resources center. One project has established a Montessori preschool. There is also a program emphasizing computer assisted instruction and one to enhance student self-image.

Language: English

Published: Redwood City, California, 1968

Language: English, Italian

Published: Rome, Italy: Opera Nazionale Montessori, 2006

ISBN: 88-88227-33-4

Language: Italian

Published: Trento, Italy: Centro studi Erickson, 2022

ISBN: 978-88-590-2966-3

Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.

Language: English

DOI: 10.1016/j.childyouth.2024.107480

ISSN: 0190-7409

Abstract/Notes: The Montessori approach to education has been embraced by a wide variety of educators around the world. Ironically, though, as secular educators have accepted Maria Montessori’s pedagogical methods, little research has been conducted by Christians especially in relation to the driving force of her approach: the intrinsic spirituality of children. Through the consideration of Montessori’s primary source writings, the aim of this thesis is to summarize this often-neglected component of children’s spirituality in Montessori’s own words. In so doing, the spiritual nature of the Montessori method is articulated and compared to an orthodox Christian view of children’s spirituality. The researcher examines Montessori’s educational perspective with specific attention to her view of the child, environment, and teacher as well as her Catholic Christian foundations. Utilizing the Inverse Consistency Protocol, the researcher provides a theological analysis of the Montessori method to determine what is congruent/incongruent with the Christian faith and identify what is potentially useful in Christian contexts. The hope is to provide Montessori-curious evangelical Christians some insights into the spiritual nature of this educational phenomenon. Chapter 1 provides a brief introduction and background of the Montessori method. In chapter 2, the researcher attempts to articulate Montessori’s key principles and assertions from her published works (books, articles, and lectures), giving special attention to how her Catholic faith influenced her view of the spiritual nature of children. Chapter 3 interacts with past Christian sources that have sought to provide analyses of what Montessori said in her writings. Some of these include individuals such as Sofia Cavalletti, Gianna Gobbi, Jerome Berryman, Sonja Stewart, Catherine Stonehouse, and Scottie May. Chapter 4 builds upon the prior two chapters by employing the Inverse Consistency Protocol as a method to analyze and evaluate the final iteration of Montessori’s writings from an orthodox, Christian perspective. Lastly, chapter 5 concludes this study by considering implications for Christian educators and suggests potential avenues for further study.

Language: English

Published: Louisville, Kentucky, 2023