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80 results

Article

Montessori in a Mini-City [Countryside Montessori School, Newell, North Carolina]

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

Publication: The Constructive Triangle (1974-1989), vol. 14, no. 2

Pages: 11–15

Americas, North America, United States of America

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Language: English

ISSN: 0010-700X

Article

A Gentle Hand on the Cradle [Dakota Montessori School, Fargo, North Dakota]

Publication: Montessori Education, vol. 7, no. 4

Pages: 32–34

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Language: English

ISSN: 1354-1498

Article

✓ Peer Reviewed

Contested Childhoods Across Borders and Boundaries: Insights from Curriculum Provisions in Northern Ireland and the Irish Free State in the 1920s

Available from: Wiley Online Library

Publication: British Educational Research Journal, vol. 47, no. 4

Pages: 1021-1038

Europe, Ireland, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, Northern Europe, Northern Ireland

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Abstract/Notes: Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.

Language: English

DOI: 10.1002/berj.3708

ISSN: 0141-1926, 1469-3518

Article

✓ Peer Reviewed

Self-Efficacy Perceptions of Teachers on Using the Montessori Method in Special Education in North Cyprus

Available from: World Center of Innovation Research and Publication

Publication: Cypriot Journal of Educational Sciences, vol. 14, no. 4

Pages: 652-660

Asia, Cyprus, Efficacy, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, Special education, Western Asia

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Abstract/Notes: The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.

Language: English

DOI: 10.18844/cjes.v11i4.4480

ISSN: 1305-905X

Article

✓ Peer Reviewed

The European Roots of Early Childhood Education in North America

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 18, no. 1

Pages: 6-21

Americas, Canada, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., North America

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Abstract/Notes: Early childhood education in North America is currently in a state of flux. While Piagetian approaches to early childhood education curricula seem to predominate in North America today, some of the influences of the other paradigms discussed below are still in evidence. The idea of nurturing children as well as educating them has endured, even with the new cognitive focus. The concept of curricula appropriate to a child’s developmental level, first introduced by Froebel, has remained an important idea. The Montessori method has enjoyed a renaissance in North America, and specially designed curricula for the disabled has been re-established as the norm, after Itard’s and Seguin’s pioneering examples. Yet, new issues in early childhood education have arisen in North America. There is a great debate on the effects of day care, the changing family, the possibility of “hurried children”, and the role of state support in a “universal” child care system. The recent Report of the task force on child care in Canada reviewed many of these issues, and used data on child care arrangements in a number of European countries compared to canada and the United States in much of its discussion. It is not surprising, given the history of models of child care which have come from Europe to North America, that North Americans are once again looking across the Atlantic for fresh ideas.

Language: English

DOI: 10.1007/BF03176578

ISSN: 0020-7187, 1878-4658

Article

✓ Peer Reviewed

Autonomy, Spontaneity and Creativity in Research with Children. a Study of Experience and Participation, in Central Italy and North West England

Available from: Taylor and Francis Online

Publication: International Journal of Social Research Methodology, vol. 23, no. 1

Pages: 55-74

Autonomy in children, Creative ability in children, Creative thinking in children, England, Europe, Great Britain, Italy, Montessori method of education, Northern Europe, Southern Europe, Spontaneity (Personality trait), United Kingdom

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Abstract/Notes: Research involving children, deemed to have difficulties with conventional means of communication, can perpetuate reductive forms of representation of children’s knowledges and experiences. This article focuses on the possibilities and opportunities that visual and creative methods can offer to researching with children. Children advance their views in and through spontaneous and concrete forms of participation. Autonomy in aesthetic acts is central to this methodology; to explore practices that produce and reproduce presuppositions deriving from societal attitudes affecting research with children, their agency and self-presentation. This cross-cultural study was conducted in Central Italy and North West England: children contributed their perspectives and experiences through participation in a series of creative encounters resulting in aesthetic and embodied outcomes of sociological and educational significance. The study contributes to the debate on children’s autonomy and the value and quality of participation through artistic practice. Examples from the corpus of data, which includes a series of artefacts and over 900 photographs from each geo-cultural context, are presented. The study shows that it is possible to harmonise power imbalances in spaces of creative freedom, in research and education, where children’s choices and agency are respected.

Language: English

DOI: 10.1080/13645579.2019.1672280

ISSN: 1364-5579

Article

✓ Peer Reviewed

American Institute of Instruction, North Conway, N.H., July 2-5; Montessori

Available from: HathiTrust

Publication: Journal of Education (Boston), vol. 76, no. 4

Pages: 89-90

Americas, Conferences, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

ISSN: 0022-0574, 2515-5741

Article

✓ Peer Reviewed

Montessori Method in Specially Designed School; 'Northampton Charts' will also be Feature of Instruction at 'Torresdale House'

Available from: HathiTrust

Publication: The Volta Review, vol. 14, no. 8

Pages: 553

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Language: English

ISSN: 0042-8639

Article

✓ Peer Reviewed

European Roots of the First Psychology Clinic in North America

Available from: Hogrefe

Publication: European Psychologist, vol. 1, no. 1

Pages: 44-50

Americas, Lightner Witmer - Biographic sources, North America, United States of America

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Abstract/Notes: Lightner Witmer (1867-1956) founded the first psychology clinic in Philadelphia 100 years ago, in March 1896. Even though he was an American, he readily acknowledged some European roots of his work. Witmer earned his Ph.D. at the University of Leipzig, Germany, under Wilhelm Wundt. He was encouraged by his Philadelphia mentor, James McKeen Cattell, to focus on individual differences in the tradition of Francis Galton of England. Witmer modeled his clinical interventions after the previous efforts of J.R. Pereira, J.M.G. Itard, and Edouard Seguin of France and Maria Montessori of Italy. The consequences for modern psychology of Witmer's idea that psychologists should use their knowledge to help people individually were noteworthy. Clinical psychology is today the most common psychology specialty in Europe and, indeed, in much of the world. However, Witmer's concept that clinical psychologists should be trained at the doctoral level is as yet far better accepted in North America than it is elsewhere.

Language: English

DOI: 10.1027/1016-9040.1.1.44

ISSN: 1016-9040, 1878-531X

Article

Teacher Education [Listing of NCME courses thoughout North America]

Publication: The National Montessori Reporter, vol. 26, no. 3

Pages: 36–37

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Language: English

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