Abstract/Notes: Described are 12 innovative PACE projects in San Mateo County, California, which were developed with Elementary and Secondary Education Act Title III funds. Among the projects are--a preschool center, an industrial arts program, an elementary school music program, and adult job training. Others are--an identification and intervention project for emotionally disturbed children and families, upward bound summer programs, an elementary school project using multimedia audiovisual materials, and an educational resources center. One project has established a Montessori preschool. There is also a program emphasizing computer assisted instruction and one to enhance student self-image.

Language: English

Published: Redwood City, California, 1968

Abstract/Notes: [...]some of the integral ingredients for innovation are observing, asking questions, collaborating with others, trying new solutions to problems, failing, and trying again-does any of this sound familiar? [...]there is evidence that Montessori herself asked us to continue to innovate. How can we continue our experiments-and our innovations-to move our Method forward and continue to serve children to the best of our ability?

Language: English

ISSN: 1054-0040

Abstract/Notes: Hannah Baynham Director of Learning and Professional Development Montessori education is about promoting change-change in the classroom, change in our approach to education, change in the world. Jason Roth Senior Director of Marketing I am not a trained Montessori educator, but what I've come to appreciate about Montessori, and AMS's approach to Montessori in particular, is the imperative to maintain an integrity to principles that do not change (such as Maria Montessori's insights into the physical and psychological development of the child) while being cognizant of education's place in an ever-evolving culture. Throughout my Montessori adult education and career, the American Montessori Society has always been there to cultivate new ideas, encourage growth in Montessori guides, and promote using Montessori teachings to help guide children in the modern world.

Language: English

ISSN: 1054-0040

Abstract/Notes: Innovation is about lifelong learning. Gay Ward Ideally, teacher education programs would say, "We're going to show you one way to use a material. Adult learners would listen to lectures and take notes-and then their demonstration of learning was creating albums and write-ups, and maybe a practical exam. The public school system my elementary- and middle school-age children attend serves almost 40,000 children.

Language: English

ISSN: 1054-0040

Abstract/Notes: This article discusses the relationship between Mary Montessori and the Catholic Church. More specifically, it provides the results of the investigation and the conclusions related to convictions and support that arise from various sectors of the Catholic sphere. Maria Montessori’s pedagogical methodology, without leaving doubts aside, suspicions and complicities, had a recurring link with female and male religious congregations especially in Italy, but also in Catalonia and the Balearic Islands (Mallorca and Menorca). This study presents different epicentres, always with the figure of Montessori as the protagonist: it starts from some of the internal movements of the Holy See in 1917, the figure of Father Antoni Casulleras is introduced as a mediator in those polls, and focuses mainly on Mallorca, precisely because this missionary of St. Vincent de Paul had congregational responsibilities in Mallorca while maintaining a close relationship which Montessori and the Roman Curia leaders. Consequently, the research it takes place in the period of the Great War, especially between 1914 and 1919, in a situation of reception and very explicit support of the Montessori method by the Catalan and Balearic Catholic sectors. / Aquest article tracta un aspecte de la relació entre Maria Montessori i l’Església catòlica. Més concretament, aporta els resultats de la investigació i les conclusions relacionades amb condemnes i suports que sorgiren des de sectors diversos de l’àmbit catòlic. La metodologia pedagògica de Maria Montessori, sense deixar de banda dubtes, recels i complicitats, tingué una vinculació recurrent amb congregacions religioses femenines i masculines, sobretot a Itàlia, però també a Catalunya i a les Balears (Mallorca i Menorca). Aquest estudi presenta diferents epicentres, sempre amb la figura de Montessori com a protagonista: es parteix d’alguns dels moviments interns de la Santa Seu el 1917, s’introdueix la figura del pare Antoni Casulleras com a mediador en aquells sondeigs, i se centra sobretot a Mallorca, precisament perquè aquest missioner de Sant Vicenç de Paül tenia responsabilitats congregacionals a Mallorca mentre mantenia una relació estreta amb Montessori i amb els responsables de la cúria romana. En conseqüència, la recerca s’ubica en el període de la Gran Guerra, i més en especial entre 1914 i 1919, en una conjuntura de recepció i de suport molt explícit del mètode Montessori per part dels sectors catòlics catalans i balears. / Este artículo trata un aspecto de la relación entre Maria Montessori y la Iglesia católica. Más concretamente, aporta los resultados de la investigación y las conclusiones relacionadas con condenas y adhesiones que surgieron desde sectores diversos del ámbito católico. La metodología pedagógica de Maria Montessori, sin dejar de lado dudas, recelos y complicidades, tuvo una vinculación recurrente con congregaciones religiosas femeninas y masculinas, sobre todo en Italia, pero también en Cataluña y Baleares (Mallorca y Menorca). Este estudio presenta diferentes epicentros, siempre con la figura de Montessori como protagonista: se parte de algunos de los movimientos internos de la Santa Sede en 1917, se introduce la figura del padre Antoni Casulleras como mediador en aquellos sondeos, y se centra sobre todo en Mallorca, precisamente porque este misionero de San Vicente de Paúl tenía responsabilidades congregacionales en Mallorca, mientras mantenía una estrecha relación con Montessori y con los responsables de la Curia Romana. En consecuencia, la investigación se ubica en el período de la Gran Guerra, y más especialmente entre 1914 y 1919, en una coyuntura de recepción y de apoyo muy explícito del método Montessori por parte de los sectores católicos catalanes y baleares.

Language: Catalan

DOI: 10.2436/e&h.v0i40.150351

ISSN: 2013-9632, 1134-0258

Abstract/Notes: This paper expands on previous work on charter school typology and presents disparities in standardized test outcomes across models by using standardized Z-Scores weighted by NAEP performance. Analyses indicate that in ELA, Classical schools have the highest relative performance, followed by Montessori and Art schools. In math, Classical school once again have the highest relative performance, followed by Montessori and STEM schools. For reasons discussed in the paper it is premature to posit causality, so the results should instead be viewed as descriptive. We suggest a more pluralistic testing framework may be appropriate when evaluating the performance of specialized schools.

Language: English

DOI: 10.1080/15582159.2023.2233321

ISSN: 1558-2159, 1558-2167

Abstract/Notes: This paper describes the establishment of a pre-school unit for hearing impaired children in Tanzania. Its establishment is set in context by a preceding discussion, covering provision for children with disabilities, including current controversies in deaf education and focusing on countries of the South. The functioning of the unit and its impact on the pupils, parents, teachers and the rest of the school for the hearing impaired, is described. The authors highlight lessons to be learned and important implications of this experience, for both the school concerned with those attempting similar endeavours elsewhere.

Language: English

Language: English

Abstract/Notes: Provides a participant's commentary on a seminar discussing authentic progress in innovative educational practices such as those of Maria Montessori and Frank Lloyd Wright. Notes that there was agreement among participants regarding basic parameters around which innovation within limits was possible. Concludes that innovation is possible when followers understand and internalize a philosophy. (KB)

Language: English

ISSN: 1522-9734