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557 results

Article

Education for a Better Life [Summary of Renilde Montessori's address at 2001 refresher course]

Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 3

Pages: 2

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Language: English

Report

Preschool Education for Inner-City Children: Preliminary Results of an Experimental Montessori Programme

Available from: ERIC

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Abstract/Notes: Early results from a Montessori nursery program initiated by Toronto, Canada, in 1971, to help inner-city children prepare for formal education indicate that the mothers of the 15 three- and four-year-old children were pleased with the program. Specifically, they felt that the children had increased their verbal skills, preparedness for junior kindergarten, and social maturity. However, not all mothers were pleased with the increased independence shown by some of the children. A study of the children's characteristics suggested that caution should be exerted in extrapolating the findings from other so-called disadvantaged children to inner-city children in one's own city. Other data are useful but the needs of a particular population must be carefully observed. When isolating deficiencies or identity needs, wholesale generalizations from superficial measures should not be made. Precise and explicit definitions should be made for such terms as deficient in language, intellectual motivation, or conceptual ability. Otherwise inadequate solutions are likely to result. (JS)

Language: English

Published: Toronto, Canada, Nov 1971

Article

✓ Peer Reviewed

Learning Disabilities: A Diagnostic and Educational Challenge

Available from: SAGE Journals

Publication: Journal of Learning Disabilities, vol. 13, no. 9

Pages: 28-31

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Abstract/Notes: Learning disabilities is presented as a construct supported by psychoeducational, socioemotional, and physiological data, as illustrated by the Meeker paradigm. Specific learning abilities as conceived in the Structure of Intellect (S.O.I.) model and identified in the Stanford-Binet and Wechsler Intelligence Scale for Children-Revised are discussed in relation to the psychoeducation area of the Meeker paradigm. The absence of specific S.O.I. learning abilities is proposed in the definition of learning disabilities, and suggestions for remediation are delineated.

Language: English

DOI: 10.1177/002221948001300908

ISSN: 0022-2194, 1538-4780

Book Section

Psychological Principles in Education

Book Title: Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929

Pages: 354-358

Denmark, Europe, International Conference of the New Education Fellowship (5th, Helsingør/Elsinore, Denmark, 8-21 August, 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, Northern Europe, Scandinavia, Theosophical Society, Theosophy

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Language: English

Published: New York: A. A. Knopf, 1930

Book

Free Way to Learning: Educational Alternatives in Action

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Abstract/Notes: Is school really deaad? It seems not. So does our present system offer all there is to know about enabling children to learn of themselves, their worlds, their possibilities? 'Free Way to Learning' is put together by a number of people who think not. IN different ways they have created learning stiuations which break down established ideas about teacher authority, about compulsory learning, about how the process of education can change society. Separately the have: established an urban free school, developed a small rural community, operated a family learning network, offered an inner-city supplementary programme, and participated in the rise of a street school. Together they testify to the challenges, problems and, above all, the excitement encountered by those who attempt to do it a new way - a free way.

Language: English

Published: Harmondsworth, England: Penguin Books Ltd., 1974

Article

Montessori Secondary Education – A Parent’s Perspective

Publication: Montessori Insights

Pages: 17

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Language: English

Article

✓ Peer Reviewed

A Formação Inicial do Pedagogo e o Pibid: Experiências Formativas com o Método Montessori na Educação Infantil e com Alfabetização nos Anos Iniciais do Ensino Fundamental [The Initial Education of the Pedagogue and the Pibid: Formative Experiences with the Montessori Method in Early Childhood Education and with Literacy in the Early Years of Elementary School]

Available from: Universidade Estadual do Oeste do Paraná

Publication: Temas & Matizes, vol. 15, no. 26

Pages: 320-339

Early childhood care and education, Early childhood education, Elementary schools, Literacy, Montessori method of education - Criticism, interpretation, etc., Montessori schools

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Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]

Language: Portuguese

DOI: 10.48075/rtm.v15i26.26169

ISSN: 1981-4682

Article

Montessori... 'The Most Interesting Woman in Europe': An Educational Revolution; A Social Movement

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1965-1973), vol. 6, no. 2

Pages: 13-26

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Language: English

ISSN: 0010-700X

Book

Nursery Report on: Rockliffe Montessori Nursery: The Inspection of Educational Provision for Four Year Old Children

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Language: English

Published: Cardiff, Wales: Welsh Office, 1998

Article

✓ Peer Reviewed

Montessori as an Alternative Early Childhood Education

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 191, no. 7/8 (Early Childhood Theorists and Pioneers)

Pages: 1196-1206

Comparative education, Culturally responsive teaching, Early childhood education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era.

Language: English

DOI: 10.1080/03004430.2020.1832998

ISSN: 0300-4430, 1476-8275

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