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Article
Montessori... 'The Most Interesting Woman in Europe': An Educational Revolution; A Social Movement
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 2
Date: Fall 1970
Pages: 13-26
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Language: English
ISSN: 0010-700X
Book Section
La Morale Sessuale nell'Educazione [Sexual Morality in Education]
Book Title: Atti del I Congresso Nazionale delle Donne Italiane, Roma 24-30 Aprile 1908
Pages: 272-281
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Language: Italian
Published: Rome, Italy: Stabilimento tipografico della Società Editrice Laziale, 1912
Article
Drama as Education
Publication: AMI Journal (2013-), vol. 2014-2015
Date: 2014/2015
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Abstract/Notes: The writing of Dorothy Heathcote, a creative drama teacher, comes very close to Montessori’s ideas about interpretive reading.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Hawaiian Culture-Based Education and the Montessori Approach: Overlapping Teaching Practices, Values, and Worldview
Available from: JSTOR
Publication: Journal of American Indian Education, vol. 50, no. 3
Date: 2011
Pages: 5-25
Americas, Indigenous communities, Indigenous peoples, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: The purpose of this qualitative case study was to investigate why the Montessori approach has been viewed as a culturally congruent educational model by some Hawaiian language immersion and culture-based (HLIC) educators and how aspects of it have been used in HLIC classrooms. Data collection included semi-structured interviews and focus group discussions with 40 Hawaiian educators, document analysis, and visits to 12 school sites. Using grounded theory methodology, similarities in core teaching strategies based on shared values and worldview emerged. Challenges and nuanced distinctions were also revealed, along with an emerging and uniquely Hawaiian pedagogy. Findings indicate that educators and researchers should take worldview and beliefs into account when designing programs and creating both preservice and inservice training opportunities.
Language: English
ISSN: 0021-8731
Book Section
A System of Uncertainty: Reforms in Italian Elementary Education
Available from: Lehigh University
Book Title: Contradictions and Challenges in 21st Century Italy
Pages: 39-47
Education - History, Educational change, Europe, Southern Europe, Southern Europe
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Language: English
Published: Bethlehem, Pennsylvania: Martindale Center for the Study of Private Enterprise, 2003
Series: Perspectives on Business and Economics , 21
Article
Mary Dunbar Meets Dr. Maria Montessori, Pioneer of Child Education, and Discusses... Happy Nurseries
Publication: The Sunday Times (London, England)
Date: May 13, 1951
Pages: 9
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 0956-1382
Article
How We Value Education
Publication: Montessori NewZ, vol. 45
Date: Mar 2007
Pages: 8
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Language: English
Article
Der Anteil der Schule an der liturgischen Erziehung des Kindes [The school's share in the liturgical education of the child]
Publication: Katholische Frauenbildung, vol. 58
Date: 1957
Pages: 422-430
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Language: German
ISSN: 0343-4613
Article
The Potential for Using Visual Elicitation in Understanding Preschool Teachers’ Beliefs of Appropriate Educational Practices
Available from: African Journals Online
Publication: South African Journal of Education, vol. 32, no. 4
Date: 2012
Pages: 393-405
Africa, Early childhood care and education, Early childhood education, East Africa, Kenya, Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: We explore the use of video and photo elicitation in a research study undertaken to understand the way in which preschool teachers perceive and construct their provision of children’s educational experiences. We explore the value of visually elicited interviews based on video footage and photographs captured during teaching and learning in four classrooms in two preschool settings in Kenya. Through visually elicited interviews, both the teachers and the researcher constructed meaningful conversations (interviews) to explore preschool teachers’ practical experiences and their beliefs, understanding and interpretation of developmentally appropriate educational practices. This paper targets the possible value of and contribution made by visual data generation procedures, as well as their inherent challenges, in order to add to the body of knowledge on visually elicited interviews.
Language: English
ISSN: 2076-3433
Doctoral Dissertation (Ph.D.)
A Comparative Historical and Philosophical Study of the Educational Theories of John Amos Comenius (1592-1670), Friedrich Froebel (1782-1852), and Maria Montessori (1870-1952)
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation was a comparative study from the perspectives of history and philosophy of the educational theories of John Amos Comenius, Friedrich Froebel, and Maria Montessori. The purpose of this dissertation was: 1 - to determine whether or not there were parallel ideas in the educational theories of Comenius, Froebel, and Montessori; 2 - to show to what extent these ideas were actually similar or divergent; and 3 - to consider the additional question of whether or not Froebel and Montessori recognized their theories as part of a sequence of thought originating with Comenius. Using the extant published works of the three educators, descriptions were given of their educational theories in relation to the following topics: the position and principles of methodology; the role of sense realism and the changes in emphasis each educator made in the use of the sense realist concepts of teaching; the role of the religious point of view; the manner of teaching moral values; the role of intellectual and social influences of their respective historical periods in the formation of their educational theories; and the insights of the three educators which can be considered important in the educational world of the latter half of the twentieth century. These descriptions were followed by comparisons of the similarities and differences of the three educators in relation to the above-mentioned topics. The conclusions of the dissertation were the following: 1 - There were parallel ideas present in the educational theories of the three educators. The Comenian concepts and educational emphases which seemed to find restatement most often in the works of Froebel and Montessori were the belief in the importance and the necessity of the use of the correct method of teaching; the theory that if the correct method were used, anything could be taught to nearly anyone; the basic position of the concepts of sense realism in the teaching methodology; and the supreme importance of a definite religious perspective as the groundwork and frame of reference for the whole educational system. 2 - There appeared to be no recognition of influence of the work of Comenius by Froebel and Montessori. In relation to Froebel's gifts or didactic apparatus and his principle of self-activity, there appeared to be a slight recognition of influence by Montessori in the creation of her didactic material and the formulation of her principle of spontaneous activity in a carefully prepared environment. 3 - Concerning the insights of the three educators which may be considered important for education in this century, Comenius was cited for his outstanding ability to systematize knowledge, his championship of the humanitarian ideal of freedom, and his pansophic ideal of universal knowledge through a universal college system with uniform textbooks in a universal auxiliary language. The study of Froebel's work can provide more insights into the educational possibilities of the preschool age child obtained through self-activity. The study of the work of Montessori provides help in the greater educational use of the period of postnatal infancy, and the greater application of the disciplines of anthropology, physiology, and psychology to education. Montessori's work can also prove to be significant in the search for more effective means of education for the culturally deprived child. All three educators seemed to possess an ability to synthesize - to see things in their whole relationships. Specifically they applied this insight to means of educating all facets of human personality.
Language: English
Published: Denver, Colorado, 1970