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Article
The Study on Teaching and Learning Strategies and Portfolio Assessment Based on Multiple Intelligences Theory / 다중지능이론에 기초한 교수학습 전략과 포트폴리오 평가
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 18, no. 1
Date: 2013
Pages: 25-47
Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: In this study, based on the theory of multiple intelligences in early childhood education teaching and learning strategies in the process of being made, and portfolio assessment to be introduced for the purpose of real-placed. To this end, pre-schoolers in Nuri class at Sarang Day Care Center were chosen for applying multiple intelligences theory to the project approach, were studied in a qualitative single case study. The research data was collected by analyzing the project-based education curriculum of Nuri class and interpreting the implementation of an early childhood program that applies multiple intelligences theory. The Nuri class program focused on practical knowledge emphasized in multiple intelligences theory on productive themes: Beans, Experience What it's like to be a Designer, Money, Save the Earth and Occupations. The preschoolers engaged in meaningful learning and creative experiences. Through a project that adopted a strategy based on multiple intelligences theory, they were able to develop multiple intelligences while having their differences and distinctions recognized. More than anything, the portfolio assessment process from a multi-dimensional perspective, which incorporates the children and parents, helped to build multiple intelligences to expand the children's reasoning and learning. / 본 연구는 다중지능이론에 기초한 유아교육과정에서 이루어지고 있는 교수학습 전략과 포트폴리오 평가에 대한 실제를 소개하고자 하는데 목적을 두고 있다. 이를 위해 프로젝트 접근법에 다중지능이론을 적용하는 사랑어린이집을 선정하여 질적 단일 사례연구의 구조 하에서 체계적인자료 수집과 분석을 하였다. 이에 대한 결과는 누리반의 유아교육프로그램은 지능의 실제성을 두는 다중지능이론에서 강조되는 ‘실천적 지식’에 초점을 맞추어 일상생활에서 밀접하고 생산적인 ‘콩, 디자이너 되어보기, 돈, 지구를 살려라, 직업’ 주제를 선정하였고 유아들은 실생활에 적용되는 의미 있는 학습과 창의적 경험을 하였다. 다중지능이론에 기초한 도입전략을 활용한 프로젝트 활동으로 유아들은 다름과 차이를 인정받으면서 다중지능을 발달시켜 나갔다. 무엇보다도 유아, 부모를 포함하는 다차원적 관점에서의 과정폴리오 평가 과정을 통해 다중지능을 강화하여 유아의 사고와 학습의 확장을 살필 수 있었다.
Language: Korean
ISSN: 1226-9417
Book Section
The New Educational Technology: Possibilities and Prospects for Early Learning
Book Title: Montessori and the Special Child
Pages: 176-192
Information and communications technology (ICT), Montessori method of education, Technology and children
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Language: English
Published: New York: Putnam's sons, 1969
Article
The Thoughtful School: Social, Emotional, Ethical, and Cognitive Education as the Schoolwide Landscape for Learning
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 277–295
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Embracing Learning Diversity in the Montessori School
Publication: NAMTA Journal, vol. 22, no. 1
Date: 1997
Pages: 204-234
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, People with disabilities
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Abstract/Notes: Examines inclusion of all children as integral to the Montessori approach to education. Through anecdotes and examples, describes one school's methods for accommodating varying paces and styles of learning and for encouraging children to value differences and view learning as a collaborative process. Focuses on the prepared environment, social mix of the classroom, and parent education. (KDFB)
Language: English
ISSN: 1522-9734
Book Section
Learning for Peace: The Montessori Way
Available from: Springer Link
Book Title: Peace and War: Historical, Philosophical, and Anthropological Perspectives
Pages: 155-173
Cosmic education, Mahatma Gandhi, Maria Montessori - Biographic sources, Peace education, Rabindranath Tagore
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Abstract/Notes: Well into the 1930s, the Italian Maria Montessori stated at the European Congress for Peace in Brussels that ‘preventing conflicts is the work of politics; establishing peace is the work of education’. She explicitly linked peace to education and promoted a kind of learning that deviates from mainstream traditional education. Learning for peace was a way of showing that education is not simply about the teaching of literacy and numeracy skills but that it serves a larger purpose, a ‘public common good’. As we gradually approach the twenty-first century, there is a need to rethink about ways in which our educational system can respond to the global challenges. This chapter shows that there are possibilities to build on age-old legacies and theories to improve the quality of education and contribute to a more sustainable future. The focus is on Maria Montessori who somehow appears to be a rare name in the philosophy of education and peace literature.
Language: English
Published: Cham, Switzerland: Palgrave Macmillan, 2020
ISBN: 978-3-030-48671-6
Doctoral Dissertation
Das System nach Maria Montessori im Vergleich zur normalen Lern-und Förderungsschule [The Maria Montessori system in comparison to the normal learning and support school]
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Language: German
Published: Düsseldorf, Germany, 1965
Book Section
Learning To Live Together Harmoniously (LTLH) as a Way of Living and Being- Nuances of an Interconnected LTLTH Framework
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 103-120
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter explores various nuances of the framework and moves beyond a simplistic 2-dimensional model to a deeply interconnected framework of education for harmony. The framework is suggested as being intrinsically linked and an indivisible whole. Education for harmony relies on the integration of education of the head, heart, hands, and the spirit; these cannot be developed directly through piecemeal efforts, but rather must be developed holistically. Teachers advocated a pluralistic approach to pursue education for harmony as a purpose of education, rather than a predetermined goal following a singular path. Notably, education for harmony is seen as a way of living, being, knowing, and seeing the world around one, rather than a mere acquisition of knowledge, skills, and/or habits.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6
Book Section
Learning to Live Harmoniously: an Essential Aim of Education in the 21st Century
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 57-77
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter explores various calls for alternative visions for education, especially those calling more specifically for equivalents of education of the heart. While education of the heart has been one of the primary goals within various educational systems, especially within the global south, there have been several synergetic concepts like Learning To Live Together, Social Emotional Learning, Global Citizenship Education, Emotional Intelligence, and peace education that have emerged across the world. Drawing on practitioners’ vision, the chapter emphasises the role of education for harmony (within oneself and in the wider world) for building a commitment to the wellbeing of oneself, others, and the world at large, with the hope that this will inevitably shape an intrinsically and naturally just, peaceful, and harmonious society.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6
Book Section
Conceptualising Learning To Live Together Harmoniously
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 79-101
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter unpacks the nuances and limitations of developing a conceptual framework and then proposes an interconnected framework with three domains (discovery of the self, other, and world) and six dimensions (awareness, empathetic and caring relations, sense of purpose, change in perspective, compassionate action, and meaningful engagement). The framework embodies a non-anthropocentric perspective, with the domains including other living and non-living things beyond human society. The domains are related through one’s responsibility and commitment to each other and their wellbeing, whilst similarly the dimensions are interconnected, as the development of one leads to the development of others.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6
Book
The Early Learning Center, Stamford, Connecticut
Americas, North America, United States of America
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Language: English
Published: [New York, New York]: Educational Facilities Laboratories, [1970]
Series: Profile of significant schools