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Article
IMS Montessori Schools [Profiles of 7 Schools]
Publication: Montessori Observer, vol. 3, no. 3
Date: Mar 1982
Pages: 1, 3-4
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Language: English
ISSN: 0889-5643
Article
IMS Montessori Schools [Profiles of 6 Schools]
Publication: Montessori Observer, vol. 3, no. 2
Date: Feb 1982
Pages: 1, 3
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Language: English
ISSN: 0889-5643
Article
Montessori Schools Join IMS [Profiles of 11 schools]
Publication: Montessori Observer, vol. 2, no. 8
Date: Nov 1981
Pages: 1, 3
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Language: English
ISSN: 0889-5643
Article
Schools Helping Schools: Karuna Montessori
Publication: Montessori Matters, no. 1
Date: 1993
Pages: 4–6
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Language: English
Article
The OEkos Schools Program [14 participating schools]
Publication: OEkosphere [Œkosphere], vol. 1, no. 3
Date: Apr/May 1995
Pages: 6
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Language: English
Article
The Slow Movement: A Need for a Holistic Approach in Primary Education
Available from: Research Gate
Publication: International Montessori Institute Working Paper Series, no. 2022-4
Date: 2024
Pages: 46-52
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Language: English
Doctoral Dissertation
Holistic Education: Its Philosophical Underpinnings and Practical Application
Available from: Oxford University
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Abstract/Notes: The holistic education (HE) movement is loosely organised across the globe through organisational networks and particular schooling philosophies such as Montessori and Waldorf/Steiner. Movement actors define themselves in juxtaposition to what they see as public educational establishments with very different values. Given HE’s predisposition to emphasise many of the personal and social aspects of student growth that critics of mainstream schooling find lacking within the conventional education system, there has been a growing interest in ways to make these approaches more widely available within the state system. This study begins by examining the philosophical underpinnings of the holistic worldview and its implications for education through an analysis of the work of the three main HE thinker/practitioners, Maria Montessori, Rudolf Steiner and Jiddu Krishnamurti. It goes on to examine how HE ideas parallel and can be understood through the lens of the absolute idealist framework in a way that allows for a more critical examination of holistic theory and practice. With regard to the aims of education, one of HE’s defining characteristics is the emphasis it places on the development of persons through the vehicle of community and relationships. The holistic philosophy affects the work of schools in five main areas: growth as a person, development of community, notions of authority and discipline, the development of knowledge and understanding (curriculum), and modes of teaching and assessment. All of these areas are examined in turn. The study concludes with an examination of the challenges involved in implementing holistic principles and practices in a state school through a case study of an English secondary school which has been adopting a holistic model. The school’s experiences, including the results of a state inspection by Ofsted during its second year, provide some insight into the process for other schools wishing to adopt a holistic model; these include, the importance of working with a coherent theoretical framework including specific principles for practice, and of engaging in particular approaches to professional development. The school’s experience also demonstrates the need for changes to be made to the Ofsted inspection process if the government is serious about supporting schools adopting innovative approaches to education.
Language: English
Published: Oxford, England, 2007
Book
The Holistic Curriculum
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Abstract/Notes: Used as the basis of the program at the Equinox Holistic Alternative School in Toronto. The Holistic Curriculum advocates for an integrative approach to teaching and learning with a focus on developing a deep connection between mind and body.
Language: English
Published: Toronto, Canada: University of Toronto Press, 2019
Edition: 3rd ed.
ISBN: 978-1-4875-0413-7 1-4875-0413-6 978-1-4875-2317-6 1-4875-2317-3
Article
Holistic Peace Education
Publication: Holistic Education Review, vol. 1, no. 4
Date: Winter 1988
Pages: 26-34
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Language: English
ISSN: 0898-0926
Doctoral Dissertation (Ph.D.)
Construction and Validation of Holistic Education School Evaluation Tool Using Montessori Erdkinder Principles
Available from: University of Kentucky - UKnowledge
Educational evaluation, Erdkinder, Maria Montessori - Philosophy, Montessori method of education, Secondary education
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Abstract/Notes: The purpose of this study was to construct a holistic education school evaluation tool using Montessori Erdkinder principles, and begin the validation process of examining the proposed tool. This study addresses a vital need in the holistic education community for a school evaluation tool. The tool construction process included using Erdkinder literature to justify the development of each item through the use of an item matrix, ultimately leading to the development of the 23 item formative Montessori Erdkinder School Evaluation Survey. The validation process included a series of three Rasch Rating Scale Model analyses with data from a sample school. The validation process used item anchoring estimates from the earlier analyses in the later analyses and included determining the tool’s dimensionality, reliability, item fit, possible differential item functioning, and comparing the order of item difficulty levels to the holistic model of Maslow’s hierarchy of needs. Results of the study showed that six items had issues with fit and would need to be revised, and that the items in the cognitive and moral facet will need to be revised to better match Maslow’s model. This study provides the foundation for the development of a holistic education evaluation or accreditation system, and constructed a resource that could be directly implemented in schools.
Language: English
Published: Lexington, Kentucky, 2016