The advanced Montessori method,

Mode of access: Internet.

Some obstacles to the establishment of a universal method of education for parenthood by the P.N.E.U

DUE TO COPYRIGHT RESTRICTIONS ONLY AVAILABLE FOR CONSULTATION AT ASTON UNIVERSITY LIBRARY AND INFORMATION SERVICES WITH PRIOR ARRANGEMENT

Montessori education : yesterday, today, tomorrow

Montessori education is as relevant today as it was when devised in 1907 by Dr. Maria Montessori (1870-1952). This thesis first identifies the conceptual parameters of Montessori Education, and second, offers an explanation for its survival.

L'education Montessori : les principes qu'applique Mme Montessori dans les "Case dei bambini" causeries et notes d'une mere /

Mode of access: Internet.

Montessori examined /

Mode of access: Internet.

A Montessori mother /

Mode of access: Internet.

The Montessori system examined.

Mode of access: Internet.

The Montessori manual for teachers and parents.

Mode of access: Internet.

The efficiency frontier as a method for gauging the performance of education at the national level. 'La frontera de la eficiencia como método para medir el rendimiento de la educación a nivel nacional'.

Resumen basado en el de la publicación de la publicación

The building of the intellect: a contribution towards scientific method in education.

Mode of access: Internet.

The teacher's encyclopaedia of the theory, method, practice, history and development of education at home and abroad, written by many of the most eminent educational writers, thinkers, professors and teachers of the day,

Some of the plates are printed on both sides.

The apostolical method of preaching the gospel. A sermon, preached at the annual meeting of the Northern Education Society, August 31st, 1814.

Mode of access: Internet.

Training proposal in the degree of Master of Early Childhood Education for working the method of historical research in the classroom

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializatión of “Cultural artefacts” and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don’t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress.

Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education

The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work. (DIPF/Orig.)