Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 35-42). Also available on the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 49-54). Also available via the Internet.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on July 01, 2010). Creative project (M.A.), 3 hrs. Includes bibliographical references (p. 51-53).

Syftet med denna studie är att bidra med kunskap angående barns inflytande över inomhusmiljöns utformning på förskolan med fokus mot Reggio Emiliafilosofin och Montessoripedagogiken. Det har även varit viktigt att få med barns perspektiv eftersom detta var något vi saknade i den tidigare forskning vi tagit del av.   Som metod för att undersöka barns inflytande över inomhusmiljön gjordes intervjuer med förskollärare och barn. Barnintervjuerna utfördes som en rundtur där barnen delade med sig av sina tankar om förskolans inomhusmiljö. Det gjordes sammanlagt fyra intervjuer, två på vardera förskola.   Intervjuerna tolkades utifrån barnperspektiv och barns perspektiv. Resultatet som framkom visade att det fanns både likheter och skillnader i arbetet med barns inflytande över inomhusmiljön inom Reggio Emilia och Montessori. Det visade även att barnens perspektiv användes i olika utsträckning inom inriktningarna vilket resulterar i att barnen har inflytande på olika sätt.

Syftet med denna rapport är att ta reda på varför man väljer en Waldorf- eller Montessoriförskola till sina barn och vilka faktorer som påverkar det valet. Underforskningsarbetets gång har vårdnadshavare till förskolebarn som är placerade inom de valda pedagogiska inriktningarna intervjuats. De två olika verksamheterna har även blivit observeradeför att få en bättre inblick vilket har medfört en större förståelse under intervjuerna med vårdnadshavarna. Rapporten ger en inblick i hur 6 vårdnadshavare har resonerat inför sina val av Waldorf- och Montessoriförskolor, hur de känt under barnets tid på förskolan och hur de tänker kring framtiden. Resultatet av vårdnadshavarnas tankar och uppfattningar ställs tydligt upp och sammanfattas för att läsaren ska få en översiktlig bild av helheten. De slutsatser man kan dra av denna rapport är att de vårdnadshavare som hade en personlig koppling till de pedagogiska inriktningarna var generellt sätt mer kunniga än de vårdnadshavare som inte hade någon personlig koppling till de pedagogiska inriktningarna. Rapporten belyser de personliga kopplingarna gällande vårdnadshavarens egen skolgång, bekantas val av förskola och vårdnadshavares eget yrke.

When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

Orientador: Ubiratan D'Ambrosio / Banca: Adair Mendes Nacarato / Banca: Antônio Carlos Carrera de Souza / Banca: Ettiene Cordeiro Guérios / Banca: Roger Miarka / Resumo: O objetivo desta pesquisa foi investigar como ocorre o processo de formação de professores para atuar no contexto das propostas pedagógicas Waldorf, Montessori e experiência da Escola da Ponte, com enfoque em cursos de formação para cada uma destas propostas. Os dados foram coletados através da participação da pesquisadora como aluna de cursos de formação para cada uma das propostas, ocorridos nos períodos de 2009 a 2013, trabalho de campo em escolas que adotam as propostas referidas, conversas com professores, sete entrevistas e um questionário, com professores e/ou formadores que atuam ou atuaram nestas propostas. Os dados foram registrados em notas de campo expandidas e as entrevistas foram gravadas em áudio e transcritas. O material foi interpretado e discutido de forma qualitativa, segundo um caráter etnográfico interpretativo. Todo esse processo foi apresentado através de narrativas que revelaram a experiência vivida pela pesquisadora tanto nos cursos de formação quanto nas escolas e, também, discussões que explicitaram como ocorre o processo de formação de professores para atuar nas três propostas, destacando como o ensino de Matemática foi abordado nestas formações. Foi realizada uma reflexão sobre os temas que emergiram. Na proposta Waldorf, destacamos os pressupostos teórico-filosófico-metodológicos que a embasam, o autoconhecimento (conhecimento de si mesmo), as artes e o professor de classe (professor generalista). No método de Maria Montessori salientamos os pressupostos teórico-filosófico-metodológicos que o embasam e sua consequente atualização, a importância da prática/estágio e o autoconhecimento. Na experiência da Escola da Ponte sobressaiu-se a formação centrada na escola (destaque para o círculo de estudos). A pesquisa contribui com discussões para a formação de professores que Ensinam Matemática, apontando, em especial, para a formação interior do professor através do... / Abstract: The objective of this research was to investigate how is the process of training teachers who work in the context of educational proposals Waldorf, Montessori and the experience of the Ponte School(Bridge School), focusing on specific training courses for each of these proposals. Data were collected through the participation of the researcher as a student in training courses for each of the proposals in the periods 2009 to 2013, field work in schools that adopt the proposals referred to, conversations with teachers, seven interviews and a questionnaire, with teachers and /or trainers who work or have worked in these proposals. Data were recorded in an expanded field notes and interviews were audio-recorded and transcribed. The material was interpreted and discussed qualitatively, according to an interpretive ethnographic. This entire process was presented through narratives that revealed the lived experience of the researcher both in training courses as in schools and also made explicit discussions that occurs as the teacher training process to act on the three proposals, highlighting how the teaching of Mathematics It was approached these formations. A reflection on the themes that emerged was held. In the proposed, Waldorf highlight the theoretical-philosophical and methodological assumptions that underlie that are: self-knowledge (knowledge of self); the arts; and the class teacher (generalist teacher). In the method of Maria Montessori emphasize the theoretical-philosophical and methodological assumptions that underlie and its subsequent update, the importance of practice / training and self-knowledge. The experience of the Ponte School(Bridge School) excelled focused training in school (particularly the study circle). The research contributes to discussions for the training of teachers who teach Mathematics, pointing in particular to the inner teacher training through knowledge of himself, shed which is considered in the proposals ... / Doutor

The aim of the work was to set up a model of a pre-school institution which will educate children in the way of Marie Montessori´s alternative pedagogical conception. To fulfil the main goal, a particular aim was first carried out {--} Montessori pre-school institutional practices in the Czech Republic were mapped and some photos were taken. The aim was completed by empirical data collection during visiting nine out of eleven addressed Montessori institutions and by an interview with a professional in this field. The research was realized through the open interviews with the heads or teachers of Montessori classes. Based on the data collection, the main goal, a model of Montessori institution for pre-school children,could be completed. The plan depicts the goals of this institution, a target group, legal forms, economical balance, services offered, special interest activities, methods and forms of work, personnel, operating parameters, space and material equipment together with variants of dispositions, evaluation and sustainability. Completeness and transparency of the plan, which is based on the research realized, enable to carry it out at any place in the Czech Republic. The thesis can also inspire existing Montessori institutions to make changes or innovations.

Cieľom diplomovej práce je predstaviť návrh podnikateľského zámeru na založenie súkromnej materskej školy Montessori. Diplomová práca je rozdelená do troch častí. Prvá časť sumarizuje teoretické poznatky. Druhá časť sa zaoberá analýzou trhu. Posledná časť práce obsahuje popis štruktúrovaného podnikateľského plánu vrátane organizačnej časti a finančného plánu, ktoré sú založené na výsledkoch predchádzajúcich častí práce.

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