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Article
Reformpädagogische Ansätze im Kölner Schulwesen nach 1918. Rudolf Steiner und Maria Montessori in unserer Stadt
Available from: V&R E-Library
Publication: Jahrbuch des Kölnischen Geschichtsvereins, vol. 51, no. 1
Date: 1980
Pages: 129-140
Book
Neuzeitlicher Unterricht: analytische Didaktik in klassischen Unterrichtsbeispielen (von Herbart über Kerschensteiner, Montessori, Dalton- und Jena-Plan zum Gesamtunterricht)
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Language: German
Published: Paderborn, Germany: Schöningh, 1933
Series: Pädagogisches Handbuch
Article
An Investigation of the Expressive and Representational Drawing Development in National Curriculum, Steiner, and Montessori Schools
Available from: APA PsycNet
Publication: Psychology of Aesthetics, Creativity, and the Arts, vol. 6, no. 1
Date: Feb 2012
Pages: 83-95
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Abstract/Notes: Little is known about how children’s drawing ability may vary between different educational approaches. This study investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old. Ability was measured from performance on specified drawing tasks. One hundred and 35 children participated, 45 from each educational establishment consisting of 15 from each of the three age groups, 5-, 7- and 9-year-olds. Participants completed three expressive drawings (depicting a happy, sad, and angry mood) and three representational drawings (observational drawing of a wooden mannequin, a house from memory and a free drawing). Results indicated that for expressive drawings Steiner pupils generally depicted more content themes, used formal properties more expressively, and produced higher quality expressive drawings than Montessori and National Curriculum pupils. Where there were differences between National Curriculum and Montessori pupils the Montessori children tended to do better than the National Curriculum pupils on these measures. Although representational drawing development varied in younger Steiner pupils compared to their National Curriculum and Montessori peers, no differences were observed among the oldest children attending the three schools. The positive relationship between expressive and representational drawing performance was the strongest in Steiner pupils. The results suggest the art program in Steiner education is more conducive to nurturing expressive drawing ability than those delivered in Montessori and National Curriculum education, with seemingly no disadvantage in representational drawing ability in the primary school years.
Language: English
DOI: 10.1037/a0024460
ISSN: 1931-3896, 1931-390X
Book
Sosio-emosjonelle vansker i Steinerbarnehage, Montessoribarnehage og kommunal barnehage
Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., Socialization, Waldorf method of education - Criticism, interpretation, etc.
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Language: Norwegian
Published: Tønsberg, Norway: Forfatterne, 2002
Article
Shared Visions and Common Roots: Montessori, Pratt and Steiner
Available from: Taylor and Francis Online
Publication: Educational Forum, vol. 54, no. 1
Date: 1990
Pages: 49-64
Caroline Pratt - Biographic sources, Caroline Pratt - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: There are schools where educating the whole child was never a mere slogan and consequently has never gone out of fashion. Begun early in this century, these schools still thrive, providing evidence of the variety of ways in which holistic education takes form. This article takes a brief look at three such schools stemming from the thinking of, respectively, Maria Montessori, John Dewey, and Rudolf Steiner. I write from the vantage point of a teacher of young children for many years, and now a teacher of their teachers. My intention is to sketch out the connections as much as the contrasts among these three approaches and to trace their common heritage. When education has become as fragmented and meaningless for many children as life is for their families, a strong alliance is called for among holistic educators. We need to remind ourselves of the closeness of our basic beliefs even as we continue to enact them in varied and differing ways. The interconnections among these three approaches to education can themselves be traced to Johann H. Pestalozzi and Friedrich Froebel, and I will try to identify the roots these two pioneers shared...
Language: English
DOI: 10.1080/00131728909335517
ISSN: 0013-1725, 1938-8098
Article
The Common Vision [Rudolf Steiner, Aurobindo Ghose, and Inayat Khan]
Publication: Montessori Life, vol. 10, no. 2
Date: 1998
Pages: 11
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Abstract/Notes: Review of book by this title by David Marshak
Language: English
ISSN: 1054-0040
Article
Montessori and Steiner: A Pattern of Reverse Symmetries
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 24–25
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 1054-0040
Article
The Fantastic Journey [Waldorf schools and Rudolf Steiner]
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 8–9
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Language: English
ISSN: 0959-4108
Article
Imagination or Reality: Steiner Waldorf and Montessori
Publication: Montessori International, vol. 9, no. 4
Date: 1999
Pages: 34
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Language: English
ISSN: 1470-8647
Article
Freobel, Steiner and Montessori Followers Meet [sponsored by Montessori Centre International, May 2001]
Publication: Montessori International, vol. 10, no. 6
Date: Jul 2001
Pages: 5
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Language: English
ISSN: 1470-8647