Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: Spanish

ISSN: 0210-0630

Language: German

Abstract/Notes: Harold Baumann ordnet die schweizerische Montessori-Pädagogik in die internationale Reformpädagogik ein, skizziert ihre Anfänge im Kanton Tessin, zeigt die Auswirkungen und Einflüsse der Montessori-Bestrebungen in vielen Schweizer Kantonen, u.a. anhand der staatlichen Montessori-Kindergärten im Kanton Wallis. Zudem erläutert er den heutigen Stand der Montessori-Pädagogik in der Schweiz. Harold Baumann ergänzt seine Recherchen durch Beiträge, die ihm von Zeitzeugen überreicht wurden. [Harold Baumann classifies the Swiss Montessori pedagogy in the international reform pedagogy, outlines its beginnings in the canton of Ticino, shows the effects and influences of the Montessori endeavors in many Swiss cantons, e.g. with the help of the state Montessori kindergartens in the canton of Valais. He also explains the current state of Montessori education in Switzerland. Harold Baumann supplements his research with contributions that were presented to him by contemporary witnesses.]

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Language: English

ISSN: 0003-8539, 2769-0024

Language: Hindi

Published: Agra, India, 2001

Abstract/Notes: Despite the accomplishments of the Civil Rights movement, students from racially and socioeconomically marginalized communities continue to attend schools whose climates are hostile to their needs — educators have made students argue the “pros and cons” of imperialism, disproportionately punished their BIPOC students, and failed to challenge the racism that Black students endure (“Stories,” n.d.). Unfortunately, there is no one-size-fits-all solution that integrated schools can adopt to ensure all students feel welcomed, respected, and heard. Through interviews, survey data, and classroom observations, this capstone identifies school climate needs, namely as they pertain to resources, relationships, and restorative disciplinary practices, at one integrated PreK3-8 school, Elm City Montessori School (ECMS) in New Haven, Connecticut. This capstone concludes that while ECMS effectively honors and celebrates its diversity, the school should evaluate the allocation of curricular resources, build stronger ties to the New Haven community, and proactively support student mental health. The findings suggest that the ECMS should, in addition to adopting other reforms, invest more in LGBTQIA+ books and work alongside local advocacy groups to help achieve these goals. While this capstone is not generalizable, its findings show that all integrated schools must continue to critically assess if diversity within their buildings translates into a welcoming or hostile space.

Language: English

Published: New Haven, Connecticut, 2023

Language: English

Published: [S.I.]: Poverty & Race Research Action Council, 2018

Abstract/Notes: This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.

Language: English

Published: Hull, England, 1993

Language: English