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Article
Predominantly Black Institutions and Public Montessori Schools: Reclaiming the “Genius” in African American Children
Available from: De Gruyter
Publication: Multicultural Learning and Teaching, vol. 13, no. 1
Date: 2018
Pages: Article 20170007
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Abstract/Notes: There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school districts looking to improve their educational outcomes. Predominantly Black Institutions (PBIs) can play a pivotal role by integrating Montessori education within their teacher preparation programs. As the demand for Montessori education increases there will be a need for more highly-qualified, culturally and linguistically diverse teachers who have the appropriate credentials and can implement the Montessori approach. Scientific research confirms that children who attend Montessori schools are advantaged academically, socially and emotionally. Communities such as Milwaukee and Chicago are now implementing Montessori education through public schools as part of school reform efforts making the educational approach more accessible to African American children.
Language: English
ISSN: 2161-2412
Article
Educating to Beauty: The Aesthetical Value of Child of Infants’ Educative Institutions in the Twentieth Century’s Pedagogy
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 12, no. 1
Date: 2017
Pages: 111-122
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Abstract/Notes: With the publication of The Century of the Child in Sweden (1900), which was immediately translated in many European countries and in the United States, Ellen Key’s theories start to be applied to educational experiences in spaces and environments reconsidered for children’s well-being: the aesthetic and pedagogical dimensions are integrated in the context of the landscape and the city. The pedagogical value of school buildings and furniture becomes an antidote to the degradation and disintegration of the human personality. During the course of the twentieth century, some innovative educational experiences, like those of Maria Montessori and Margherita Zoebeli, which share the idea of the harmonic development of all child’s potentials, give new importance to the versatility of spaces and the aesthetic quality of the school environment, which becomes a cornerstone for the promotion and development of the whole society. In face of tragic events like wars and dictatorships, there is an awareness that, between the Spartan model of a school-barracks, aimed at the education of soldiers, and Socrates’ model of the school-agora’, in order to foster an open, inclusive society it is the latter that must be chosen. Following this thread, we analyze the discussion that developed in Italy in the years after the Second World War among architects, city planners and pedagogues looking for innovative solutions, which were in large part disregarded.
Language: English
DOI: 10.6092/issn.1970-2221/6712
ISSN: 1970-2221
Article
Another Free School on Montessori Plan: Institution Will Be Housed in the Foundling Orphan Home
Available from: Chronicling America (Library of Congress)
Publication: Washington Evening Star (Washington, D.C.)
Date: May 21, 1915
Pages: 7
Americas, Montessori method of education, Montessori movement, North America, United States of America
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Language: English
Article
La Musica nelle Istituzioni Italiane per l'Infanzia: Aporti, Agazzi, Montessori [Music in Italian institutions for Children: Aporti, Agazzi, Montessori]
Publication: Pedagogia e Vita: Bimestrale di Problemi Pedagogici Educativi e Scolastici [Pedagogy and Life: Bimonthly of Educational and Scholastic Pedagogical Problems], vol. 43, no. 6
Date: 1981
Pages: 625
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Language: Italian
ISSN: 0031-3777
Article
Size of Cardiff School Doubled: Montessori Institution to Cost $10,000 Instead of $5000; Other News
Available from: California Digital Newspaper Collection
Publication: San Diego Union (San Diego, California)
Date: Feb 16, 1913
Pages: 14
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Language: English
Article
Cardiff School to Begin in Few Days: Plans Ready for Montessori Institution: Building Operations Active
Available from: California Digital Newspaper Collection
Publication: San Diego Union (San Diego, California)
Date: May 5, 1913
Pages: 20
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Language: English
Article
School Changes Location on Account of Rain; Montessori Institution Moves from Fair Pepper Grove to Mission Hills Cottage
Available from: California Digital Newspaper Collection
Publication: San Diego Union (San Diego, California)
Date: Oct 19, 1916
Pages: 6
Americas, Montessori method of education, Montessori schools, Panama-California International Exposition (1916, San Diego), Prudence Stokes Brown - Biographic sources, San Diego Montessori Educational Association, United States of America
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Language: English
Article
Cooperation Between Parents and Preschool Institutions Through Different Concepts of Preschool Education
Available from: Center for Educational Policy Studies Journal
Publication: Center for Educational Policy Studies Journal, vol. 7, no. 4
Date: 2017
Pages: 207-226
Europe, Slovenia, Southern Europe
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Abstract/Notes: This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
Language: English
DOI: 10.26529/cepsj.372
ISSN: 2232-2647, 1855-9719
Book Section
Mathematikleistungen von Schülerinnen und Schülern vierter Klassenin Montessorieinrichtungen und Regelvolksschulen [Mathematics performance of fourth grade students in Montessori institutions and mainstream schools]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 125-147
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen
Book Section
The Missing Institution
Available from: Taylor and Francis Online
Book Title: New Pathways in Teacher Preparation and Certification: Perspectives on Alternative Teacher Education Methods
Pages: 19 p.
Montessori method of education, Socratic practice, Teacher training
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Abstract/Notes: Why haven’t celebrated educators such as Jaime Escalante and Marva Collins been able to scale their pedagogies? Using case studies based on Socratic and Montessori education, both of which are based on lineage traditions rather than academic coursework on pedagogy, I suggest that there is a “missing institution” in our society: Institutions designed to empower distinctive educators a framework in which to transmit their expertise. Montessori education has a distinctive pedagogy and teacher training program that has allowed Montessori education to scale. Socratic has various sources but has not developed a distinctive teacher training program to allow high-quality versions to scale. Instead of conceptualizing teacher training as primarily scholarly knowledge transmitted by academic expertise, I make a case that some forms of pedagogy should be regarded as complex practices best transmitted by expert practitioners. These embedded human performances are especially crucial when transmitting “soft skills” or “character virtues.” The adults need to exemplify the cultural capital which they are transmitting. The paper ends with speculation on just how different education and pedagogy would be today if teaching expertise had been transmitted primarily by means of “the missing institution” rather than by means of our existing academic system of teacher training.
Language: English
Published: New York, New York: Taylor & Francis, 2023
ISBN: 978-1-00-380242-6