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Archives
Archives de l’auteur : dana
Montessori education: a review of the evidence base/ L’éducation Montessori: un examen de la « base de preuves »
Marshall C., 2017, Montessori education: a review of the evidence base, Science of Learning volume 2, Article number: 11 (2017) Open acces / acess libre : https://www.nature.com/articles/s41539-017-0012-7#Bib1 Abstract The Montessori educational method has existed for over 100 years, but evaluations of its … Continuer la lecture
Publié dans Non classé
Marqué avec review of the evidence base
Commentaires fermés sur Montessori education: a review of the evidence base/ L’éducation Montessori: un examen de la « base de preuves »
Zoll S., 2017, The Montessori Experiment in Rhode Island (1913–1940): Tracing Theory to Implementation Over 25 Years, Rhode Island College, Journal of Montessori Research, Volume 3, Issue 2
Keywords: Clara Craig, Montessori Method, Rhode Island Normal School, first-wave Montessori, first international Montessori training course Abstract: This article highlights archived documents pertaining to a 25-year experimental classroom implemented by Clara Craig, then supervisor of training at the Rhode Island … Continuer la lecture
Publié dans Zoll S.
Marqué avec Clara Craig, école normale de Rhode Island, first international Montessori training course, first-wave Montessori, méthode Montessori, Montessori Method, premier cours de formation international Montessori, première vague Montessori, Rhode Island Normal School
Commentaires fermés sur Zoll S., 2017, The Montessori Experiment in Rhode Island (1913–1940): Tracing Theory to Implementation Over 25 Years, Rhode Island College, Journal of Montessori Research, Volume 3, Issue 2
Hiles E., (2018), Parents’ Reasons for Sending Their Child to Montessori Schools, Journal of Montessori Research, Vol 4 No 1, pp. 1-13.
DOI: https://doi.org/10.17161/jomr.v4i1.6714 Keywords: Montessori, school choice, educational principles, school fit, student outcomes, classroom environment Abstract Although the Montessori Method of education is more than 100 years old, the number of Montessori schools in the United States has exponentially increased since 1990. Montessori … Continuer la lecture
Publié dans Hiles E., Non classé
Marqué avec adaptation à l'école, choix de l'école, Classroom environment, educational principles, Environnement de la classe, Montessori, principes éducatifs, résultats des élèves, school choice, school fit, student outcomes
Commentaires fermés sur Hiles E., (2018), Parents’ Reasons for Sending Their Child to Montessori Schools, Journal of Montessori Research, Vol 4 No 1, pp. 1-13.
Moghni H., Zailani S., & Fernando Y., (2010). Relationship between perceived Montessori characteristics and parents’ satisfaction. European Journal of Social Science, 16(3), 371–391.
This study examined Malaysian parents’ satisfaction with Montessori kindergarten programs. One hundred and fifty parents from nine programs responded to the researchers’ questionnaire. Results indicated a significant relationship between perceived Montessori characteristics and parents’ satisfaction. Abstract Perceived Montessori Characteristics refers … Continuer la lecture
Publié dans Fernando Y., Moghni H., Zailani S.
Marqué avec affirmation de ces derniers, caractéristiques perçues de Montessori, climat des enseignants, compétences essentielles, coopération des enseignants, core competencies, parents’ satisfaction, perceived Montessori characteristics, satisfaction des parents, teachers' assertion, teachers' climate, teachers' cooperation
Commentaires fermés sur Moghni H., Zailani S., & Fernando Y., (2010). Relationship between perceived Montessori characteristics and parents’ satisfaction. European Journal of Social Science, 16(3), 371–391.
Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.
Keywords: children, Montessori, preschool, activities, preferences, pretend, real Abstract: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development (Haight & Miller, 1993; Haight, Masiello, Dickson, … Continuer la lecture
Publié dans Fukuda E., Lillard Angelina S., Taggart J.
Marqué avec activités du monde réel, activities, Children, école maternelle, Enfants, jeux de rôle, Montessori, preferences, Preschool, pretend, real
Commentaires fermés sur Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.
Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M., (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model … Continuer la lecture
Publié dans Bray P. M., Hart A., Heise M. J., Lillard Angelina S., Richey E. M., Tong X.
Marqué avec Academic achievement, cognitive development, développement cognitif, Développement social, Early childhood education, Education préscolaire, mastery orientation, Montessori, orientation de la maîtrise, réussite scolairepreschool, Social development, théorie de l'esprit, theory of mind
Commentaires fermés sur Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M., (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
Serina-Karsky Fabienne, 2013, « L’enfant à l’école : la conception de l’enfant dans l’Education nouvelle, de la théorie à la pratique », Thèse en sciences de l’éducation sous la direction d’Antoine Savoye. Université Paris 8-Vincennes-Saint-Denis
Abstract The objective of this thesis is to bring forward the conception of the child in school within the main theorists founders of progressive education (Claparede, Cousinet, Decroly, Dewey, Freinet, Montessori, …), and to show how this conception has evolved, … Continuer la lecture
Publié dans Serina-Karsky Fabienne
Marqué avec child, Claparede, Cousinet, Decroly, Dewey, École, Education nouvelle, enfant, formation des enseignants, Freinet, Montessori, new education, School, teachers’ training, THESE de Doctorat
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SHANKLAND Rébecca , 2007, Adaptation des jeunes à l’enseignement supérieur Les pédagogies nouvelles : aide à l’adaptation ou facteur de marginalisation ? Thèse de Doctorat de Psychologie Clinique et Psychopathologie Université Paris VIII Sous la direction du Professeur Serban IONESCU
Summary: Our research focuses on the adaptation of young people to higher education by comparing students from schools with new pedagogies (Steiner, Montessori, New Schools) to others from the traditional school system. It is part of a national questioning of … Continuer la lecture
Yiaglis, Dimitrios, 1979, Contribution à l’étude de l’éducation montessorienne (genèse, spécificité, validité). Thèse de doctorat en psychologie (Sciences de l’éducation), Université Lumière Lyon 2.
Résumé Divisant donc la présente recherche en trois parties, nous nous proposons d’examiner, dans la première, les rapports de M. MONTESSORI avec ses précurseurs et les divers courants éducatifs. On essayera ainsi de comprendre, d’une part, les inspirations et les … Continuer la lecture
Publié dans Yiaglis Dimitrios
Marqué avec inspiration, original contribution, Philosophie, précurseurs, THESE de Doctorat
Laisser un commentaire
Babini, V. (2000). Science, feminism, and education: The early work of Maria Montessori. History Workshop Journal, 49, 44–67.
Abstract This authorwrites about a relatively unknown time in Maria Montessori’s life, the years from 1896 to 1907. During this period Montessori graduated with a degree in medicine and wrote her “method of scientific pedagogy.” The author discusses how Montessori’s … Continuer la lecture