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Article
Dear Alice and Betty, Continued: More Discussion on Our Interview with Two Respected, Veteran Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 24-25
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Language: English
ISSN: 1071-6246
Book Section
Children's Well-Being and Teachers' Benevolence as the Road to Higher Performance?: Cognitive Neuroscience and Montessori in Preschools
Available from: Taylor and Francis Online
Book Title: Education, Parenting, and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals
Pages: 63-78
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Abstract/Notes: There is now a broad international consensus that investing in early childhood education and care represents the highest “return on investment” in terms of economic and social development. The pursuit of the dual objective of efficiency and equity has resulted in a reorientation of preschool curricula towards preparation for compulsory schooling, emphasizing the acquisition of the “fundamentals” (reading, writing, and arithmetic) most useful for future academic success. The chapter offers first a comparative analysis of how this “schooling process” unfolded in French and Belgian nursery schools and in the Danish kindergarten. It attests to the persistence of specific cultural and political traditions relating to both the respective roles of the state and families in early childhood education, as well as of conceptions of childhood and relations between adults and children. Second, based on field research conducted in French-speaking Belgium, it discusses the idea that the search for children's well-being and performance at the same time creates tensions in the exercise of the teaching profession. It then shows that it is possible to understand the success of the discourse of cognitive neuroscience and so-called alternative pedagogical methods, including Montessori, because these discourses seem to propose a way to overcome these tensions.
Language: English
Published: New York, New York: Routledge, 2024
ISBN: 978-1-00-337720-7
Article
It's OK to Be Uncool: Montessori Teachers and Parents Can Conspire for the Health of Children
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 10
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Language: English
ISSN: 1071-6246
Article
Junior High, Giant Questions: When Programs Admit Unprepared Students, What Does the Conscientious Teacher Do?
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 11
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Language: English
ISSN: 1071-6246
Article
Teacher Magazine's Ruenzel Explores 'Montessori Method'
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 4
Date: Summer 1997
Pages: 22
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Language: English
ISSN: 1071-6246
Article
NAMTA Survey Reports Teacher Salaries Up
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 4
Date: Summer 1997
Pages: 22
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Language: English
ISSN: 1071-6246
Article
Montessori Archive at Teachers College
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 2
Date: Winter 1997
Pages: 30
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Language: English
ISSN: 1071-6246
Article
2 Teachers, Straight Talk: Lessons from the Classroom That Need to Be Heard
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 4
Date: Summer 1997
Pages: 1, 20-21
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Language: English
ISSN: 1071-6246
Article
Comparative Analysis of the Views of Montessori and Waldorf Teacher Trainers
Available from: ScienceDirect
Publication: Social Sciences & Humanities Open, vol. 9
Date: 2024
Pages: Article 100855
Montessori method of education - Teachers, Teacher training, Teachers - Attitudes, Trainings, Waldorf method of education - Teachers
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Abstract/Notes: In our study we investigate the differences between the views of Waldorf and Montessori teacher trainers (NWaldorf = 8, NMontessori = 8) on the basis of structured interviews. The narrower, national relevance of our study is the Hungarian higher education accreditation efforts of the two school models, while the more general relevance is that we empirically test the theoretical distance between the two school concepts on a Hungarian sample. The aim of the study is therefore twofold: to identify the main theoretical differences between the two pedagogical approaches and to empirically test the presence or absence of these differences through the views of teacher trainers. Our results show that the teacher trainers of the two pedagogical approaches have partly moved away from their theoretical background and are divided on certain issues: Montessori teacher trainers are moving towards a focus on the development of large movements, while Waldorf teacher trainers are moving towards a better appreciation of science. As there is no state accreditation of Waldorf and Montessori teacher training courses in Hungary, we are also looking at the scientific attitudes of the teachers involved in teacher training.
Language: English
DOI: 10.1016/j.ssaho.2024.100855
ISSN: 2590-2911
Article
Direct from Montessori: Kansas City to Have a Teacher Who Interpreted for the Doctor's Classes
Publication: Kansas City Star (Kansas City, Missouri)
Date: Sep 28, 1913
Pages: 2A
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Language: English