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Article
Word-Study II
Publication: Around the Child, vol. 12
Date: 1968
Pages: 88-95
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Language: English
ISSN: 0571-1142
Article
Study of Paleolithic, Mesolithic, and Neolithic Periods
Publication: AMI Elementary Alumni Association Newsletter, vol. 10, no. 2
Date: Jan 1983
Pages: insert
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Language: English
Article
A Study of the Montessori Approach to Pre-School Education
Available from: Philippine E-Journals
Publication: DLSU Dialogue: An Interdisciplinary Journal for Cultural Studies, vol. 2, no. 2
Date: 1966
Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The growing awareness of the need to re-evaluate present educational standards has brought about the revival of an interest in the educational approach of Maria Montessori. In a society where the individual's contribution counts heavily, less and less people are able to participate effectively. Developments in technology are putting a new premium on the ability to solve problems in linguistic and mathematical terms.
Language: English
ISSN: 0115-2823
Article
Fire Study
Publication: AMI Elementary Alumni Association Newsletter, vol. 30, no. 2
Date: 1998
Pages: 2–3
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Abstract/Notes: Includes bibliography for early humans
Language: English
Doctoral Dissertation
Experience and Pedagogy in Practice: A Comparative Study on the Pedagogical Work of Six Innovative Educators
Available from: McGill University - eScholarship
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Abstract/Notes: How to combine experience and learning in a school or a university? How do new pedagogies get created? Who creates them, and why? The history of education is full of creative educators who integrated experience and education in new ways. By comparing a few of these cases it is possible to uncover some underlying characteristics of this practice. This is the goal of this study: to identify common, fundamental elements in the practice of integrating experience and education that transcend any particular pedagogy. The study selects six cases: three historical educators of children: John Dewey (U.S.), Maria Montessori (Italy), and Rabindranath Tagore (India); and three contemporary educators of managers and leaders: Ronald Heifetz (U.S.), Marshall Ganz (U.S.), and Henry Mintzberg (Canada). The data is collected from archival sources, direct observation and interviews. It focuses on their pedagogical creations and some biographical facts. Following a constructivist grounded theory approach (Charmaz, 2006) the collected data is re-selected, coded, and organized according to common categories.A set of principles and practices on how to integrate experience and education emerged from this study. First: the sources of educative experiences: connecting with nature, service to society, community life, personal relationships, and discovering oneself. Second: the principles of educative experiences: educating for and in the present; embracing real life in real context; integrating content, method, and practice; educating in the 'whole game;' and combining head, heart, and hands. Third: the attributes of experiential learners: doing first, courageous, explorer, appreciative, reflective, and autonomous. And fourth: the tasks of creating pedagogies: designing learning experiences, establishing a laboratory of pedagogy, integrating everything into a culture, training other educators, leading a pedagogical movement, and writing about pedagogy and education. The findings contribute to the literature on experience and education by offering a set of principles and practices about pedagogical creation and development. These can help educators, schools, and universities to promote pedagogical innovation. Business schools can also use these findings to foster pedagogical experimentation and help bring their teaching methods closer to the actual practice of managers and leaders. / Comment allier l'expérience et l'apprentissage dans une école ou une université? Comment les nouvelles pédagogies voient-elles le jour? Qui les crée et pourquoi? L'histoire de l'éducation est riche de pédagogues créatifs qui intègrent l'expérience et l'éducation de façon créative. La comparaison de quelques cas permet de révéler des caractéristiques sous-jacentes de cette pratique. L'objectif de la présente étude est de recenser les éléments communs et fondamentaux de la pratique d'intégration de l'expérience et de l'éducation qui transcendent toute pédagogie. L'étude porte sur six cas : trois pédagogues historiques centrés sur l'enfant : John Dewey (É.-U.), Maria Montessori (Italie) et Rabindranath Tagore (Inde); et trois pédagogues contemporains en gestion et en leadership : Ronald Heifetz (É.-U.), Marshall Ganz (É.-U.) et Henry Mintzberg (Canada). Les données proviennent de sources d'archives, d'observation directe et d'entrevues. L'accent est mis sur la création pédagogique et sur des données biographiques. Suivant une approche de la théorisation ancrée constructiviste (Charmaz, 2006), les données recueillies sont sélectionnées de nouveau, codées et classées en catégories communes.Un ensemble de principes et de pratiques sur la façon d'intégrer l'expérience et l'éducation est ressorti de la présente étude. Premièrement, les sources des expériences éducatives : le lien avec la nature, le service à la société, la vie communautaire, les relations personnelles et la découverte de soi. Deuxièmement, les principes des expériences éducatives : l'éducation pour le présent et dans le présent; l'adhésion à la vraie vie dans un contexte authentique; l'intégration du contenu, de la méthode et de la pratique; l'éducation dans « l'ensemble du jeu » et la combinaison du cœur, de la tête et des mains. Troisièmement, les attributs de l'apprenant expérientiel : personne d'action, courageux, explorateur, reconnaissant, réfléchi et autonome. Et quatrièmement, les tâches de la création de pédagogies : la conception d'expériences d'apprentissage, la mise en place d'un laboratoire pédagogique, l'intégration de tout à une culture, la formation d'autres pédagogues, la direction d'un mouvement pédagogique et la rédaction sur la pédagogie. Les constatations apportent une contribution à la documentation sur l'expérience et l'éducation en établissant un ensemble de principes et de pratiques sur la création et le développement en matière de pédagogie. Cet ensemble de principes et de pratiques peut aider les pédagogues, les écoles et les universités à inspirer et à soutenir l'innovation pédagogique. Les écoles de gestion peuvent également mettre à profit ces constatations pour favoriser l'expérimentation pédagogique et rapprocher leurs méthodes d'enseignement de la pratique actuelle des gestionnaires et des leaders.
Language: English
Published: Montreal, 2018
Doctoral Dissertation
A Comparative Study of Characteristics of Montessori Teachers Certified by Three Montessori Training Programs
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Language: English
Published: Memphis, Tennessee, 1977
Doctoral Dissertation
Follow-up Study of Montessori and Traditional Day Care Preschool Programs for Disadvantaged Children
Comparative education, Inclusive education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Poor children
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Language: English
Published: Kent, Ohio, 1976
Doctoral Dissertation
Seriation Skills in Three-Year-Old Children: A Training Study Using Montessori Materials
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Language: English
Published: Houston, Texas, 1978
Article
Meng tai suo li banxue yu yuan zhang zhuanye chengzhang / 蒙台梭利办学与园长专业成长 [A Study on the Model Functions of Montessori for Principal's Professional Development]
Publication: Ningbo Jiaoyu Xueyuan Xuebao / 宁波教育学院学报 / Journal of Ningbo Institute of Education, vol. 16, no. 3
Date: 2014
Pages: 95-98
Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: 蒙台梭利是享誉全球的幼儿教育家.她在学前教育领域的巨大成功源自:深厚的学术功底与刻苦的学习精神、敏锐的问题意识和不懈的钻研精神、深切的关心热爱与坚定的教育信念、儿童主体的教育理念和科学的实践精神、丰厚的著述与积极的推广.幼儿园园长应以蒙台梭利为榜样,树立儿童主体的教育理念、强化学习意识和研究精神、提升执行能力及著书立说能力,以加快自身的专业成长. [Montessori is a world-renowned early childhood educator. Her great success in the field of preschool education stems from: profound academic skills and hard learning spirit, keen awareness of problems and unremitting research spirit, deep concern and love and firmness. Educational beliefs, children's educational concepts and scientific practice spirit, rich writings and active promotion. Kindergarten principals should take Montessori as an example, establish children's educational concepts, strengthen learning awareness and research spirit, and improve implementation. Ability and writing and speaking ability to accelerate their professional growth.]
Language: Chinese
ISSN: 1009-2560
Article
Montessori's Plan of Work and Study: An Explication
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2
Date: 2011
Pages: 121–137
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Abstract/Notes: This article describes the synthesis of some of the work that has been the natural outcome of the collaboration of Montessorians working and communicating through conferences, journals, shared programme development, and particularly through the summer work of the Orientation to Adolescent Studies.
Language: English
ISSN: 1877-539X