Abstract/Notes: Introduction

Language: English

Language: English

Published: Fresno, California: Academy Library Guild, 1962

Abstract/Notes: The film revolves around the revolutionary, free educational system of Siragu, a school for homeless and underprivileged children, located in the remote outskirts of Chennai in Tamil Nadu, India. For a long time the focus of education in India has been one of compulsive learning procedures, rote learning and examination-based evaluation with no emphasis on children's understanding of concepts, critical thinking and implications in real life. Siragu school, despite limited resources and obstacles, has maintained a quality of education that we rarely see in current systems around the world. Most of this quality comes free of cost, which, if propagated in India, is a boon to the millions of underprivileged people who cannot even imagine a possibility of basic education in their lifetime.

Runtime: 48 minutes

Language: English

Published: Edison, New Jersey, 2008

Abstract/Notes: This section provides an overview of Maria Montessori’s life and her intellectual ideas in the context of her contemporaries. The four chapters of this section expand Montessori’s intellectual and practical legacies beyond education alone by emphasizing the relationship of her work to philosophy, feminist paradigms, spiritual influences, and the varied political narratives around her. These contributions add a great deal to the provenance of her ideas within the unfolding Italian and European social and intellectual history of the time. Montessori was a child of both the Enlightenment and the Risorgimento and was buffeted by late 19th century and early 20th century events just as were her contemporaries. The fact she, and her work, survived is a testament to her capacity to navigate very difficult historical contexts.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

Language: German

Published: Münster: Lit, 1999

ISBN: 978-3-8258-4040-2 3-8258-4040-9

Series: Impulse der Reformpädagogik , 2

Abstract/Notes: Der vorliegende Band 9 der Reihe mit dem Titel „Montessori-Pädagogik und frühe Kindheit“ ist entstanden im Anschluss an eine Tagung, die von der deutschen Montessori-Vereinigung im Herbst 2003 in der Thomas-Morus-Akademie in Bensberg bei Köln durchgeführt wurde. In der aktuellen Bildungsdiskussion erkennt man zunehmend die Bedeutung der Förderung des jungen Menschen in der frühen Kindheit. Denn hier werden bereits entscheidende Grundlagen für die weitere Entwicklung gelegt. Die Tagung der Montessori-Vereinigung stand unter der Leitfrage, welche Impulse die seit Jahrzehnten weltweit erprobte und bewährte Pädagogik Maria Montessoris (1870 – 1952) und ihre Weiterentwicklung für diese Aufgabe zu geben vermag. Die Ergebnisse der Tagung werden in diesem Band dokumentiert. Ergänzend sind einige Texte und Materialien hinzugefügt, u. a. ein erstmals ins Deutsche übersetzter Vortrag Maria Montessoris aus ihrem Spätwerk zum Thema „Das junge Kind in der Familie“. Die Herausgeber arbeiten am wissenschaftlichen Zentrum für Montessori-Pädagogik am Institut für Schulpädagogik und Allgemeine Didaktik der Westfälischen Wilhelms-Universität in Münster. / Conference proceedings, 2003, Bensberg bei Köln.

Language: German

Published: Münster, Germany: Lit, 2004

ISBN: 3-8258-7890-2 978-3-8258-7890-0

Series: Impulse der Reformpädagogik , 9

Language: German

Published: Düsseldorf, Germany: Schwann, 1986

ISBN: 3-590-14480-7 978-3-590-14480-4

Abstract/Notes: As part of an 8-year study of education reform in rural Kentucky, this report examines the primary program that has evolved in six rural elementary schools as a result of the Kentucky Education Reform Act (KERA), which requires that grades K-3 be replaced by a nongraded program. This change aimed to eliminate failure in the first 2 years of schooling and prepare all children for the fourth grade by allowing them to progress at their own developmental rate. Seven mandates for this primary program included developmentally appropriate practices, multiage and multiability classrooms, continuous progress, authentic assessment, qualitative reporting to parents, professional teamwork, and positive parent involvement. This report discusses the relationship of the primary program to other KERA strands, the study methodology, and findings. Reform implementation was hindered by uneven time lines, lack of guidance from the state department, slow formation and organization of school councils, uncertainties about appropriate instructional practices, and KERA mandates for "critical attributes" of primary classrooms. Primary teachers at all study schools attempted to implement the attributes within the first 2 years upon receiving training and new materials, but program implementation was slowed due to over-emphasis on the critical attributes, legislative adjustments, lack of perceived fit to reforms in grades 4-12, and questions of efficacy. Program development at the local level was influenced by principal's leadership, teacher beliefs, school climate, and local response. Attaining program goals may require reinforcing the intent of the primary program and articulating how teachers can infuse challenging content into the primary program in ways that prepare students to meet state academic expectations. Case studies of four primary schools are included. (SAS)

Language: English

Language: German