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Article
Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K-12 Curriculum Intervention Research
Available from: JSTOR
Publication: Review of Educational Research, vol. 78, no. 1
Date: Mar 2008
Pages: 33-84
Article
Math and Art Curriculum Integration: A Post-Modern Foundation
Available from: JSTOR
Publication: Studies in Art Education, vol. 37, no. 1
Date: Autumn 1995
Pages: 6-18
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Abstract/Notes: This paper suggests a post-modern curriculum reform in art education by examining elements of math and art that are congruent. The paper does not suggest that one discipline or the other is more significant. Three curricular domains are considered: the ideal, the instructional, and the operational by reviewing a range of materials from those generated by philosophers such as Edmund Husserl to those created by educational theorists. A shared web of meaning (Doll, 1993) emerges from the consideration of historic documents and events in both disciplines. Suggested ways to begin to restructure and coordinate math and art curricula include: inspection of the content areas for congruent elements; examination of older curricular models for related theory and materials; and review of the developmental bases for creating operational curricula in both disciplines. Brigham (1989), D'Amico and Ostrander (1940), Hurwitz and Day (1991), and a curriculum by Ware and Hooe (1907) are examined for the math and art coordination. Bruner, Lowenfeld, Piaget, and other developmental theorists' writings about learning in art and geometry are explored. A selection of curricula are inspected for math and art relations. The integration of math and art activities in art classes shows potential for complementary learning in both disciplines.
Language: English
DOI: 10.2307/1320488
ISSN: 0039-3541, 2325-8039
Article
The Centerless Curriculum
Available from: JSTOR
Publication: Teacher Education Quarterly, vol. 29, no. 4
Date: 2002
Pages: 73-78
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Language: English
ISSN: 0737-5328
Article
Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky
Available from: Cambridge University Press
Publication: The Australian Journal of Indigenous Education, vol. 47, no. 2
Date: 2018
Pages: 158-170
Action research, Australasia, Australia, Australia and New Zealand, Biology education, Indigenous communities, Indigenous peoples, Oceania
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Abstract/Notes: This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.
Language: English
DOI: 10.1017/jie.2017.12
ISSN: 1326-0111, 2049-7784
Article
Differential Outcomes of a Montessori Curriculum
Available from: JSTOR
Publication: The Elementary School Journal, vol. 72, no. 8
Date: May 1972
Pages: 419-433
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Authors believe that they have tentatively demonstrated that the Montessori curriculum is effective over a period of two years in nurturing continuing development in children in the areas of visual-motor integration, matching and sorting skills, psycho-motor skills, and to some extent number concepts. (Authors/MB)
Language: English
DOI: 10.1086/460722
ISSN: 0013-5984
Article
The Influence of the Integrated Preschool Adaptive Curriculum on Children's Readiness For First-grade Registration
Available from: University of Tuzla (Bosnia and Herzegovina)
Publication: Društvene i humanističke studije [Social and humanistic studies], vol. 6, no. 2(15)
Date: 2021
Pages: 227-250
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Abstract/Notes: A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.
Language: Bosnian
DOI: 10.51558/2490-3647.2021.6.2.227
ISSN: 2490-3647, 2490-3604
Book Section
Cosmic Education vs. the Public School Curriculum - Are the Two at Variance?
Available from: ERIC
Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996
Pages: 16-19
AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America
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Language: English
Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997
Article
Implementation of Montessori Curriculum Management in Improving the Quality of Learning in Askara Montessori Kindergarten
Available from: Bajang Institute
Publication: International Journal of Social Science (IJSS), vol. 2, no. 3
Date: Oct 2022
Pages: 1689-1694
Academic achievement, Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: This study aims to determine the implementation of Montessori curriculum management along with the supporting and inhibiting factors for the implementation of Montessori curriculum management in improving the quality of learning in Askara Montessori Kindergarten, Kramatjati, East Jakarta. This study uses a descriptive qualitative approach by using data collection methods of observation, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification, while checking the reliability of the data is carried out by extending participation, observing accuracy, triangulation and consulting with supervisors. The results of his research indicate that the implementation of Montessori curriculum management in improving the quality of learning, namely planning includes making a training schedule for teachers, both bringing in experts and attending training outside of making head work plans / annual programs, making supervision guidelines. Then the implementation includes: supervising learning planning including RPPH, RPPM and RPPS, monitoring and evaluating by fostering teachers with motivation. Evaluation includes reporting the results of supervision starting from planning, implementing and evaluating learning, then reporting the results of child development to parents. While the driving factors for change management strategies in improving teacher performance include infrastructure and facilities that include quite complete Montessori tools.
Language: English
ISSN: 2798-3463, 2798-4079
Book
Linking Developmental Assessment and Early Intervention: Curriculum-Based Prescriptions
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Abstract/Notes: This is a revised edition of: "Linking developmental assessment and curricula" (1981).
Language: English
Published: Rockville, Maryland: Aspen Publishers, 1989
Edition: 2nd ed.
ISBN: 978-0-8342-0063-0
Master's Thesis (M.A.)
The Interpretation of Subtraction Held by Children in the Association Montessori Internationale Curriculum
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Language: English
Published: College Park, Maryland, 1988