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Article
Montessori Training: Oral Teaching
Available from: HathiTrust
Publication: The Volta Review, vol. 16, no. 6
Date: Jun 1914
Pages: 387-388
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Language: English
ISSN: 0042-8639
Article
The Teaching of Reading and Montessori Education
Available from: Taylor and Francis Online
Publication: The Teacher Educator, vol. 12, no. 2
Date: 1976
Pages: 19-22
Article
The Montessori Method of Teaching Hearing Children [part 2]
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 3
Date: Jun 1912
Pages: 154-168
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Language: English
ISSN: 0042-8639
Article
The Montessori Method of Teaching Hearing Children [part 1]
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 2
Date: May 1912
Pages: 95-102
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Language: English
ISSN: 0042-8639
Article
"Just the Facts, Ma'am": Teaching Social Studies in the Era of Standards and High-Stakes Testing
Available from: Taylor and Francis Online
Publication: The Social Studies, vol. 98, no. 2
Date: 2007
Pages: 54-58
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Abstract/Notes: The authors discuss the impact of standards and testing on curriculum and instruction. They begin with a brief history of the growth and development of academic standards and high-stakes testing. Next, they review relevant research on the impact high-stakes testing has had on curriculum and instruction and discuss ways that high-stakes testing has influenced student-teacher relationships. They also discuss specific problems faced by social studies teachers in the era of academic standards and high-stakes testing.
Language: English
ISSN: 0037-7996, 2152-405X
Article
Teaching Number Sense Through Rhythmical Counting
Available from: JSTOR
Publication: The Elementary School Journal, vol. 71, no. 1
Date: Oct 1970
Pages: 11-17
Article
Teaching Science in the Elementary School
Available from: JSTOR
Publication: The Elementary School Journal, vol. 50, no. 5
Date: Jan 1950
Pages: 273-276
Article
The Montessori Method, Aboriginal Students and Linnaean Zoology Taxonomy Teaching: Three-Staged Lesson
Available from: Cambridge University Press
Publication: The Australian Journal of Indigenous Education, vol. 50, no. 1
Date: 2021
Pages: 116-126
Action research, Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania, Zoology education
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Abstract/Notes: This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.
Language: English
DOI: 10.1017/jie.2019.10
ISSN: 1326-0111, 2049-7784
Article
Situated in School Scripts: Contextual Early Childhood Teaching
Available from: ScienceDirect
Publication: Teaching and Teacher Education, vol. 25, no. 2
Date: Feb 2009
Pages: 251-258
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Abstract/Notes: This article presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts, that is; ways of speaking about teaching and learning within particular school micro-cultures. The focal teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. This article describes the teachers' experiences of and responses to contradicting scripts. Findings suggest that teaching is contextualized in particular school micro-cultures and that school scripts present contradictions that have the potential to be both indoctrinating and transformative forces for teacher preparation and professional growth.
Language: English
DOI: 10.1016/j.tate.2008.11.007
ISSN: 0742-051X, 1879-2480
Article
From Inspired Teaching to Effective Knowledge Work and Back Again: A Report on Peter Drucker's Schoolmistress and What She Can Teach Us About the Management and Education of Knowledge Workers
Available from: Emerald Insight
Publication: Management Decision, vol. 48, no. 4
Date: 2010
Pages: 475-484
Eugenie Schwarzwald - Biographic sources, Knowledge management, Leadership, Maria Montessori - Influence, Peter Drucker - Philosophy, Schwarzwald School (Vienna)
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Abstract/Notes: The emerging knowledge societies will – besides many other dramatic changes – see a teaching revolution. This paper seeks to propose quality standards for this new type of teaching. The paper argues that Peter Drucker experienced much of what he later came to call the principles of self management and effective knowledge work as a boy aged nine or ten at the Schwarzwald School – an utterly exceptional, progressive elementary school in Vienna. Given these astonishing similarities, this school's avant‐garde approach to teaching might just provide some insights into what effective teaching for a future knowledge society should be like. The paper is based to a large extent on accounts by and about the almost forgotten school's owner‐manager Eugenie Schwarzwald, some of which were made available only recently in the course of several biographical research projects dealing with this revolutionary pedagogue and social entrepreneur. Firstly, the paper identifies similarities between the teaching practice at Eugenie Schwarzwald's schools, her approach to leadership on the one hand, and Drucker's principles of effective management and knowledge work on the other. Secondly, it concludes that in a knowledge society both effective management and teaching need to be extensively individualised services – much more than in an industrial mass society. Combined, Schwarzwald's practice and Drucker's teachings challenge some seemingly up‐to‐date practices in both higher education and corporate personnel development, and helps in understanding what actually produces effective personal learning for the rapidly changing knowledge economies of the twenty‐first century. The paper introduces selective aspects of progressive education to the field of management.
Language: English
DOI: 10.1108/00251741011041292
ISSN: 0025-1747