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Book
Schools for the Very Young
Available from: HathiTrust
Architecture, Montessori method of education, Montessori schools
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Abstract/Notes: Includes information related to the role of architecture and building designs as it relates to early childhood education. Discusses the different building requirements based on the school's pedagogy, including Fröbel, Montessori, etc.
Language: English
Published: New York, New York: F. W. Dodge Corp., 1951
Edition: 1st
Book
Bildungserfahrungen an Montessorischulen: Empirische Studie zu Schulqualität und Lernerfahrungen [Educational experiences at Montessori schools: Empirical study on school quality and learning experiences]
Available from: Springer Link
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Abstract/Notes: Selbsttätiges Lernen und die Annahme eines ‚inneren Bauplans‘ des Kindes sind zentrale Ideen der Montessoripädagogik. Die Aufgaben des Lehrers werden vor allem in der Vorbereitung der Lernumgebung und einer Lernbegleitung gesehen. Im Rahmen dieser Studie wurden Schülerinnen, Schülern und deren Eltern Fragen zur Bewertung des Unterrichts und des Schulklimas vorgelegt. In Form von intensiven Interviews und mit über 600 Fragebögen ist eine empirische Datenlage entstanden, die es in den Debatten um Reformpädagogikbisher nicht gab. Der Band dokumentiert zentrale Ergebnisse undbeschreibt eine empirisch-wissenschaftliche Basis für die weitere Diskussion der Vor- und Nachteile der Montessorischulen und deren Konzept.
Language: German
Published: Wiesbaden, Germany: Springer Fachmedien, 2013
ISBN: 978-3-531-18507-1
Book
Acton's Montessori Schools
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Language: English
Published: [London, England]: Harper Smith, 1989
Book Section
Alternative Visions from Indian Thinkers and Schools
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 35-55
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter involves a deeper investigation into the work of various Indian educationists and thinkers, exploring their visions, recommendations, and direct and indirect impact on practice and policy. Notably, they call for an education for both an inner renewal and a social change, both through the process of education and as a result of it. This brings about an education that is intrinsically harmonious and also leads to an education for harmony. The chapter also introduces some of the alternative schools that the book draws upon, not only providing context to the schools, but also striving to create an immersive experience for the reader.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6
Book
Fantasy in American Montessori Schools
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Abstract/Notes: Unpublished Teacher Research Network research project
Language: English
Published: [S.I.]: s.n.], 1985
Book Section
The Montessori Training centre for village schools in Yeotmal - Madhya Pradesh - India
Book Title: Montessori 1907-1957
Pages: 38-42
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Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958
Book Section
Research on Communication Material in Dutch Montessori Schools
Book Title: Proceedings from AMI Study Conference, August 1982, Nordwijkerhout, The Netherlands
Conferences, Europe, Holland, Montessori materials, Montessori method of education, Montessori schools, Netherlands, Western Europe
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Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1983
Book Section
Montessori in Junior Schools: With Illustrations from the Montessori School in Bergamo
Book Title: Montessori 1907-1957
Pages: 27-31
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Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958
Book
Schoolstrijd: ouders op de bres voor beter onderwijs
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Language: Dutch
Published: Amsterdam, The Netherlands: SWP, 2000
ISBN: 90-6665-353-1
Doctoral Dissertation
Compassion in Schools: Life Stories of Four Holistic Educators
Available from: Library and Archives Canada
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Abstract/Notes: In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect--within ourselves, with classroom subjects, with students in the school, and with the community at large--through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants' narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education's basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers' narratives in this study. By nurturing and connecting to students' hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.
Language: English
Published: Toronto, Canada, 2011