Abstract/Notes: Reviewed in Communications 2008/1 // In her dissertation she analyses the efforts of New Education in her home country and compares them to European reform approaches. In this context she analyses and evaluates a large amount of written documents and adds to her literary research especially for the ten alternative schools her own studies at these schools and interviews with the educationalists/teachers responsible. One of the analysed schools was a Montessori school, another one was a Waldorf school. The survey communicates interesting insights and findings about school development in an increasingly democratising Asian country that is scarcely considered in Germany.

Language: English

Published: Münster, Germany, 2005

Language: English

Published: New York: Putnam's sons, 1969

Abstract/Notes: In the first years of school, activity books and Montessori-like educational materials are widespread. They satisfy children’s precise psychological needs and result in funded educational practices based on game activity adopted by teachers. These materials are more effective for promoting learning if used in close interaction with an adult, they cannot be customised and the corrective feedback cannot be provided within the appropriate time frame. In this paper, we aim to overcome these limitations by exploiting a Technology Enhanced Learning (TEL) methodology to connect activity books and Montessori-like educational materials. We propose a general architecture for building hyper activity and exercise books called HAB, with three levels: multimedia, multimodality and computing; we describe a first implementation for validating this architecture, Block Magic, and outline development of the architecture under the INF@NZIA DIGI.Tales 3.6 project.

Language: English

Published: Cham, Switzerland: Springer, 2015

Pages: 401-406

DOI: 10.1007/978-3-319-24258-3_31

ISBN: 978-3-319-24258-3 978-3-319-24257-6

Abstract/Notes: Recently, due to the increase use of technology among children, fostering creativity in the virtual environment has become a challenge to investigate. Few studies have pointed out that young children can use an extensive area of technologies in order to elevate creativity and learning. The aim of t

Language: English

DOI: 10.1007/978-3-319-95450-9_25

ISBN: 978-3-319-95450-9

Language: Korean

ISSN: 1229-0599

Language: Italian

ISSN: 0042-7241

Abstract/Notes: Teachers and directors of early childhood education and care (ECEC) centres in Quebec have to conform to provincial guidelines when implementing their educational programme. Those in centres that identify as Montessori are simultaneously faced with the sometimes-conflicting directives of the Montessori method and Ministry guidelines. This dissertation responds to the dilemma of facing such a dual frame of reference. I report the results of an investigation which explores the beliefs and reflections on the experiences of teachers and directors in four ECEC centres that identify as Montessori in the province of Quebec. Based on a review of the literature, I designed a mixed method project with two related studies. Study 1 was a questionnaire targeted towards Ministry-recognized centres in the province of Quebec that identify as Montessori. Results from this initial study helped to paint the current landscape with data collected from 25 Montessori-inspired centres in the province, and also provided a source for recruitment of potential participants for Study 2. The second study was a deeper investigation, which used a qualitative design to explore the beliefs of teachers and directors from four individual centres that identified as Montessori. The study explored teacher and director beliefs about their implementation of the Montessori method and of Quebec’s educational programme. This was pursued through the use of questionnaires, interviews, and document reviews that provided rich descriptions of the phenomenon under study. Thematic analysis of the data led to five core themes, which emerged inductively from facing the dual frame of reference, namely: each child is unique, pedagogical approaches promoting children’s learning and development, teacher’s role in promoting children’s learning and development, parent’s role in promoting children’s learning and development, and challenges faced in promoting children’s potential. However, besides the noted similarities in beliefs, variations and contradictions also appeared. The results indicate that distinctions in beliefs - both among participants and within centres - emerged particularly around the notions of free play, pretense, creativity, and parental involvement. On this basis, further research is recommended to explore the effects of such suggested inconsistencies in Montessori programme implementation on both practical and scholarly platforms.

Language: English

Published: Montreal, Quebec, Canada, 2022

Language: Korean

Published: Daegu, South Korea, 1992

Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.

Language: English

Published: Newark, Delaware, 1989

Language: English

Published: Albany, New York, 1988