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Book
Montessori-pedagógia: szöveggyűjtemény pedagógusoknak és pedagógusjelölteknek [Montessori pedagogy: a collection of texts for teachers and teacher candidates]
Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc.
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Language: Hungarian
Published: Veszprém, Hungary: Nodus, 1995
ISBN: 963-04-1978-5 978-963-04-1978-9
Master's Thesis
A Montessori Teacher's Guide to the Development of the Self: A Handbook
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: A teacher’s understanding of themselves has a great impact on their emotional well-being and job satisfaction. Teachers who have a good understanding of themselves, have intrapersonal intelligence, emotional intelligence, self-awareness, emotional competence, a well-developed identity and self-concept. Teachers who have a good understanding of themselves have positive classroom management, teaching effectiveness, relations with students, self-actualization, and self-fulfillment. However, a teacher’s understanding of themselves is not something emphasized in teacher training programs. The research led to the creation of a handbook to help teachers understand their emotions, values, and beliefs to increase their effectiveness in the classroom. Participants reported that the handbook helped them increase their self-awareness.
Language: English
Published: Moraga, California, 2020
Master's Thesis
Practical Partnership: An Interactive Montessori Elementary Handbook for Teachers and Parents
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible.
Language: English
Published: Moraga, California, 2011
Book
Montessori Learning in the 21st Century: A Guide for Parents and Teachers
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Language: English
Published: Troutdale, Oregon: NewSage Press, 2011
Conference Paper
Is There a Need for Handicraft in Preschool? Attitudes of Preschool Teachers and Parents on Including Handicraft Activities in the Regular Preschool Program
Available from: IATED Digital Library
INTED2020 14th International Technology, Education and Development Conference
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Abstract/Notes: Alternative educational concepts evolved in response to classical educational methods in which children are placed in a passive position and the transfer of knowledge is cultivated as a form of teaching. Models of alternative pedagogy (Montessori, Waldorf, Reggio, Agazzi) advocate developmentally appropriate practices which Bredekamp (1993) describes as a presence of different strategies, i.e., child-oriented behaviours of teachers and responding to the child's individual needs. In order to help each child to grow into a universal and competent individual from preschool age, it is necessary to encourage their imagination and creativity, as well as to acquire habits of cooperation and coexistence with other children. One of the activities which promote these desirable characteristics in children is handicraft. Many studies and findings in the area of neuroscience, multiple intelligences theories, and the aforementioned alternative pedagogical concepts emphasize the importance of handicraft and point out its benefits not only for children but for the entire community. However, such an approach to children's learning and activity is poorly represented in educational institutions. Therefore, the aim of the study was to examine the views of preschool teachers and parents on handicraft activities and its more frequent use in regular preschool programs. The survey was conducted by an anonymous questionnaire on a sample of 316 respondents, preschool teachers (N=141) and parents (N=175). The results of the study show that both preschool teachers and parents agree that certain elements of alternative concepts such as handicraft have a positive impact on the overall development of the child and that they are useful and practical life skills. They also agree that handicraft activities should be used in educational institutions to a greater extent. [Conference Name: 14th International Technology, Education and Development Conference; ISBN: 9788409179398; Place: Valencia, Spain]
Language: English
Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020
Pages: 1511-1519
ISBN: 978-84-09-17939-8
Book Section
The Teacher's Task
Book Title: Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929
Pages: 110-112
Denmark, Europe, International Conference of the New Education Fellowship (5th, Helsingør/Elsinore, Denmark, 8-21 August, 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, Nordic countries, Northern Europe, Scandinavia, Theosophical Society, Theosophy
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Language: English
Published: New York: A. A. Knopf, 1930
Article
Parents as First Teachers Napranum
Publication: Montessori Insights
Date: 2008
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Language: English
Conference Paper
Teachers Initiating Change towards More Flexible Curriculum Practices
Available from: ERIC
International Conference on Early Education and Development (21st, Hong Kong, July 31-August 4, 1989)
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Abstract/Notes: This early childhood curriculum study focused on the practical understandings that teachers held about their classroom experiences, as a way of gaining access to the dynamics of curriculum implementation and innovation. Two problems were addressed: (1) the lack of knowledge about the dynamics of curriculum implementation in settings where early childhood curriculum practices were regarded as innovative by a significant proportion of participants; and (2) the need to assist other teachers in their attempts to learn about curriculum implementation. Two research questions provided general guidance for the study. First, what did innovative teachers consider to be important actions and events affecting their work during the early stages of change toward a flexible, developmentally responsive curriculum? Second, how could information gained from these teachers be used to assist other early childhood teachers and student teachers interested in curriculum implementation? Phase 1 of the
Language: English
Conference Paper
From Teachers' Perspectives: The Social and Psychological Benefits of Multiage Elementary Classrooms.
Available from: ERIC
Annual Conference and Exhibit Show, "Emerging Images of Learning: World Perspectives for the New Millennium" (49th, Chicago. IL, March 19-22, 1994)
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Language: English
Report
Nongraded Primary Programs: Possibilities for Improving Practice for Teachers. Practitioner Brief Number 4
Available from: ERIC
Classroom environments, Nongraded schools
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Abstract/Notes: In nongraded, multi-age classrooms, children have the opportunity to learn a great deal from their more proficient classmates. Children in multi-age, nongraded programs often learn that children differ, and they learn to assist each other in productive ways. The organizational scheme has the potential to remove much of the competition of traditionally graded classrooms and, for many children, the stigma of being "behind." Researchers in the Center for Research on Education, Diversity, and Excellence (CREDE) project "Appalachian Children's Academic and Social Development at Home and in Nongraded Primary Schools: Model Programs for Children of Poverty" have studied the implementation and effects of nongraded primary programs on rural and urban children of Appalachian descent in Kentucky, where a statewide, nongraded primary program has been implemented in various forms since 1990. In this practitioner brief, the authors share responses and recommendations from administrators and practitioners in the study.
Language: English
Published: Santa Cruz, California, Apr 2002