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526 results

Article

Ōbei de no montessōri kyōiku / 欧米でのモンテッソーリ教育 [Montessori Education in Europe and the United States]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 8

Pages: 57-70

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Article

✓ Peer Reviewed

Creative Giftedness and Educational Opportunities

Available from: National Center for Montessori in the Public Sector (NCMPS)

Publication: Educational and Child Psychology, vol. 30, no. 2

Pages: 79-88

Comparative education, Europe, France, Western Europe

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Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.

Language: English

ISSN: 2396-8702, 0267-1611

Article

A Study of Pedagogy and the Nature of Imagination in Montessori Education / 몬테소리 교육학에서 상상력의 성격과 교수론 고찰

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 12

Pages: 121-139

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Language: Korean

ISSN: 1226-9417

Article

✓ Peer Reviewed

Dialectics, Esotericism and Evolutionism in 20th Century Pedagogy. On the Totalitarian Heritage in the Educational Concepts of Cultural Education, with Maria Montessori, Rudolf Steiner and Pavel Blonsky

Available from: Pedagógiatörténeti Szemle

Publication: Pedagógiatörténeti Szemle, vol. 4, no. 3-4

Pages: 1-22

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., New Education Movement, Pavel Blonsky - Biographic sources, Pavel Blonsky - Philosophy, Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

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Abstract/Notes: In the following contribution it will be shown that and how the theocratic heritage has perpetuated itself in more or less changed form in newer educational theories. Its transformation can be understood as its secularization, which passes on the absolute as epistemological totalitarianism in the form of violence, provided that it was armed with power of action. As examples here serve the multifaceted cultural or humanistic pedagogy ("Kulturpädagogik" or "Geisteswissenschaftliche Pädagogik" - GP), which is still important today, as well as three important concepts of reform pedagogy (respectively the "New Education Movement"), namely those of Maria Montessori, Rudolf Steiner and Pavel Blonsky.

Language: English

DOI: 10.22309/PTSZEMLE.2018.3.1

ISSN: 2415-9093

Article

✓ Peer Reviewed

The Potential for Using Visual Elicitation in Understanding Preschool Teachers’ Beliefs of Appropriate Educational Practices

Available from: African Journals Online

Publication: South African Journal of Education, vol. 32, no. 4

Pages: 393-405

Africa, Early childhood care and education, Early childhood education, East Africa, Kenya, Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: We explore the use of video and photo elicitation in a research study undertaken to understand the way in which preschool teachers perceive and construct their provision of children’s educational experiences. We explore the value of visually elicited interviews based on video footage and photographs captured during teaching and learning in four classrooms in two preschool settings in Kenya. Through visually elicited interviews, both the teachers and the researcher constructed meaningful conversations (interviews) to explore preschool teachers’ practical experiences and their beliefs, understanding and interpretation of developmentally appropriate educational practices. This paper targets the possible value of and contribution made by visual data generation procedures, as well as their inherent challenges, in order to add to the body of knowledge on visually elicited interviews.

Language: English

DOI: 10.15700/saje.v32n4a661

ISSN: 2076-3433

Article

New Committee Boosts Accreditation for Montessori Teacher Education

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

Publication: The Constructive Triangle (1974-1989), vol. 15, no. 2

Pages: 12

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Language: English

ISSN: 0010-700X

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