This basic qualitative research records the author’s findings from the one-on-one in-depth personal interviews with twenty-three teachers, trainers, and administrators working for the Christian Montessori schools. The purpose of the study was to explore the experiences of the teachers in facilitating meta-learning, the how-to-learn and the why-to-learn, among students in the Christian Montessori schools. The findings are as follows: First, both the Montessorian training and the Christian spiritual preparation of the teachers in the Christian Montessori schools enables them to effectively facilitate both the how-to-learn and the why-to-learn meta-learning, which endorses their claim that they are the true heir of the original Montessori method; second, the teachers’ most meaningful way of facilitating meta-learning is students’ receiving spontaneous training through the teachers’ respectful scaffolding; third, the Christian Montessori school model is an integrated and viable system for educational reform pursuing both the how-to-learn and the why-to-learn at the same time.
|Advisor:||Guthrie, Donald, Matthias, Laurie R.|
|School:||Trinity International University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Education philosophy, Teacher education, Religious education|
|Keywords:||Constructivism, Education of ontology, Freedom of worldview, Meta-learning, Montessori, School reform|
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