Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.

Language: English

DOI: 10.1080/0030923042000293742

ISSN: 0030-9230, 1477-674X

Language: English

Published: Ann Arbor, Michigan, 1984

Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

Language: Italian

Published: Ferrara, Italy: Corso, 1995

Abstract/Notes: Studien syftar till att undersöka hur pedagoger i förskolor med olika pedagogiska inriktningar definierar barn i behov av särskilt stöd. Vi vill också ta reda på vilka faktorer som påverkar deras v ...

Language: Swedish

Published: Trollhättan, Sweden, 2008

Language: Korean

Pages: 176-177

Abstract/Notes: Reggio Emilia vs. Montessori schools: what’s the difference? Learn the benefits of each educational model and discover which school is best for your child.

Language: English

Published: Feb 16, 2017

Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.

Language: English

Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022

Pages: 25 p.

Abstract/Notes: The purpose of this study is to determine whether teachers' attitudes towards family participation in preschool education institutions that adopt the approaches related to Montessori, Reggio Emilia and MEB education programs differ. In addition, teachers' level of education, age, type of institution, professional qualifications and professional experiences are also considered as variables. In addition, the opinions of pre-school teachers about family participation were examined comparatively. The sample of the study consists of 81 preschool teachers working in the educational institutions that adopt the approaches related to Montessori, Reggio Emilia and MEB education programs in Kadıköy, Maltepe and Ataşehir districts of Istanbul province in the 2018-2019 Academic Year. The Attitude Scale on Family Participation Studies for Teachers and the Personal Information Form containing open-ended questions for family participation were simultaneously filled in order to reveal the similarities and differences in family participation studies. According to the results of the study; the attitude points of the teachers who work in preschool education institutions which adopt the approaches related to Montessori, Reggio Emilia and MEB programs have shown a significant difference. In this context, it was determined that the scores obtained from the attitude scale differed according to the approaches.The attitude scores of the teachers working in preschool education institutions, which adopted the Reggio Emilia approach, was higher than the attitude scores of the teachers working in preschool education institutions that adopted the Montessori and MEB educational approaches. In addition, the attitudes of pre-school teachers towards family participation showed statistically significant differences according to age and category of the institution they served. However, it was determined that the attitudes of pre-school teachers towards family participation did not show a statistically significant difference between the professional title and professional experience categories. At the same time, it was concluded that preschool teachers' views on family participation reflect the educational approaches adopted by preschools. / Bu çalışmanın amacı, Montessori, Reggio Emilia ve Milli Eğitim Bakanlığı eğitim programlarına ilişkin yaklaşımları benimseyen okul öncesi eğitim kurumlarında aile katılımına ilişkin öğretmen tutumlarının farklılık gösterip göstermediğini ortaya koymaktır. Ayrıca öğretmenlerin öğrenim düzeyi, yaşı, görev yaptıkları kurum çeşidi, mesleki ünvanları ve mesleki deneyimleri gibi özellikler de değişken olarak ele alınmıştır. Ayrıca okul öncesi öğretmenlerinin aile katılımına yönelik görüşleri karşılaştırmalı olarak incelenmiştir. Araştırmanın çalışma grubunu 2018-2019 Eğitim Öğretim yılında İstanbul iline bağlı Kadıköy, Maltepe ve Ataşehir ilçelerinde bulunan Montessori, Reggio Emilia ve MEB eğitim programlarına ilişkin yaklaşımları benimseyen eğitim kurumlarında görev yapan 81 okul öncesi öğretmeni oluşturmaktadır. Çalışma grubunu oluşturan okul öncesi öğretmenlerine "Öğretmenler İçin Aile Katılım Çalışmaları Hakkında Tutum Ölçeği" ile aile katılım çalışmalarındaki benzerlikleri ve farklılıkları ortaya koymak amacıyla demografik bilgileri ve aile katılımına yönelik açık uçlu soruları içeren "Kişisel Bilgi Formu" eş zamanlı olarak doldurtulmuştur. Araştırmanın sonucuna göre; Montessori, Reggio Emilia ve MEB programlarına ilişkin yaklaşımları benimseyen okul öncesi eğitim kurumlarında görev yapan öğretmenlerin aile katılımına yönelik tutum puanları anlamlı farklılık göstermiştir. Bu bağlamda tutum ölçeğinden alınan puanların yaklaşımlara göre farklılık gösterdiği tespit edilmiştir. Reggio Emilia yaklaşımını benimseyen okul öncesi eğitim kurumlarında görev yapan öğretmenlerin tutum puanları Montessori ve MEB eğitim yaklaşlarımını benimseyen okul öncesi eğitim kurumlarında görev yapan öğretmenlerin tutum puanlarından yüksek çıkmıştır. Ayrıca okul öncesi öğretmenlerinin aile katılımına yönelik tutumları yaş ve görev yaptıkları kurum çeşidi kategorilerine göre istatistiksel olarak anlamlı farklılık göstermiştir. Ancak okul öncesi öğretmenlerinin aile katılımına yönelik tutumlarının mesleki ünvan ve mesleki deneyim kategorilerinin istatistiksel olarak anlamlı farklılık göstermediği tespit edilmiştir. Bununla birlikte okul öncesi öğretmenlerinin aile katılımına yönelik görüşlerinin görev yaptıkları anaokulları tarafından benimsenen eğitim yaklaşımlarını yansıttığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Istanbul, Turkey, 2019

Language: Dutch

ISSN: 0166-588X