Language: English

ISSN: 0889-5643

Language: English

Language: English

Language: English

Abstract/Notes: A new framework was developed based on Montessori's pedagogy, Andragogy principles, and Heutagogy principles, to address the challenges of 5IR education. Modern-day Higher Education Institutions must explore innovative approaches to teaching and foster a culture of lifelong learning among students. A qualitative, thematic structured literature review was conducted to examine Montessori's pedagogy, Andragogy, and Heutagogy. The aim was to create a new framework that can be implemented in higher education institutions (HEIs) to address the educational needs of the 5th Industrial Revolution (5IR). To achieve this, ten articles were selected using pre-defined keywords, and articles older than 10 years and those that didn't answer the research question and sub-question were eliminated. Similarities, concerns, mismatches, and dilemmas were extracted from the selected articles. These were then compared to the 5IR education requirements to create the new framework. It was found that the combination of Montessori’s pedagogy, Andragogy, and Heutagogy has the potential to address the dilemmas found in 5IR education. Montessori strongly emphasises self-directed, self-determined learning and is guided by individualised instruction that fulfils the principles of Andragogy. Andragogy focuses on the learner’s autonomy and own experiences. Coupled with this is Heutagogy, which focuses on self-determined learning. This could only contribute to the idea of Montessori’s pedagogy in HEI. Montessori’s method should provide a strong philosophical foundation and perspective to the combined approach idea. Future work could look at the practical application to fully explore the potential of the combination to address 5IR educational dilemmas.

Language: English

Published: Helsinki, Finland, 2024

Language: English

Published: Danville, Illinois: Interstate Printers and Publishers, [1970]

Abstract/Notes: This action research was carried out to determine if parent education of sleep and routine had an effect on classroom behavior (physical contact and defiance). The research was completed in two full day 4K (four-year-old) Montessori classrooms in a Pee Dee Region elementary school. Students and parents were included in the research. Data from parents was gathered using assessments and sleep diaries. Teacher data was gathered using reflection journals and tallying charts. Parents were provided weekly education on sleep and routine importance. There was no conclusive data to show that parent education directly affected classroom behavior. The researchers believe the outcome was due to a lack of consistent parental participation.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This article concentrates on the importance attributed to music education by three Italian educationalists (Rosa Agazzi, Giuseppina Pizzigoni, Maria Montessori) who, at the turn of the 20th century, despite their different didactic experiences, regarded it as an essential part of an education blueprint for citizenship, starting as early as childhood. / Il contributo si sofferma sull’importanza assegnata all’educazione musicale da parte di tre educatrici italiane (Rosa Agazzi, Giuseppina Pizzigoni, Maria Montessori) che, con l’avvento del Novecento, pur nelle loro differenti esperienze didattiche, la considerano una componente fondamentale nell’ambito di un percorso di educazione alla cittadinanza, a partire dall’età infantile.

Language: Italian

DOI: 10.6092/issn.2039-9715/7613

ISSN: 2039-9715

Language: English

Published: Edinburgh, Scotland: [s.n.], 1934

Language: English

ISSN: 0010-700X