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Sequence 10Montessori casa curriculum. The list was then equated with each age task on the Stanford-Binet intelligence scale. Children… |
Sequence 2essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 6During July, 1965, and January, 1966, Banta and his staff developed tests, observations, and interview techniques designed to… |
Sequence 9~----------------------------- ~- -- sentences on a subtest of the Wechsler Preschool Intelligence Scale (WIPPSI); and to… |
Sequence 15be doubtful that a measure of IQ gain would be appropriate for the Montessori class at the end of one year. Motivation, she… |
Sequence 16Fair" Picture Vocabulary Test for intellectual functioning; d) the Cin- cinnati Autonomy Battery (CAB) by Banta which… |
Sequence 18was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 23child's responses to preschool programs were predictive of later aca- demic achievement and that the Montessori… |
Sequence 27Kohlberg then studied a group of children who attended an extended follow-through program in the Ancona Montessori School and… |
Sequence 28Other measures were of school-related behaviors and attitudes and social perceptions and social interaction. Results First… |
Sequence 35with a set solution, a product. Their purpose is process not product oriented. They are to provide a sensorial impression, not… |
Sequence 7pupils showing more significant mean gains in attitude toward school, adjustment in group situations, and interest in the… |
Sequence 4CHAPTER6 RESEARCH OF COGNITIVE/ INTELLECTUAL DEVELOPMENT Introduction One of the earliest studies of intellectual… |
Sequence 81982, pp. 219-245), who escape early tracking into special education categories are still at risk for being labeled as BD (… |
Sequence 321982, pp. 219-245), who escape early tracking into special education categories are still at risk for being labeled as BD (… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 2school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 15In order to help parents take advan- tage of the information that is yielded over the course of the year, observers working… |
Sequence 17were significantly correlated with their overall IQ. Because of the small sample sizes and the formative nature of the work on… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 19strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 20Although the question of whether MI Theory is open to disconfirmation has been raised on several occasions, any number of… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 29problem was to do a science project on mental testing. I was going to try to understand why I did so poorly on IQ tests. So I… |
Sequence 3• being sensitive to the needs and desires of others • being on time for appointments · having a social conscience • making… |
Sequence 7developed by measuring heights and weights of many, many chil- dren to establish what is typical at, say, thirty months of age… |
Sequence 8Hopes and Disappointments 143 was that of forming the supernatural man, the real Christian. However, Montessori did not make… |
Sequence 1Maria Montessori Through the Seasons of the "Method" Adler A., 134n. Index of Names Maria Montessori… |
Sequence 2Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 123Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 124Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 69Montessori casa curriculum. The list was then equated with each age task on the Stanford-Binet intelligence scale. Children… |
Sequence 20essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 24During July, 1965, and January, 1966, Banta and his staff developed tests, observations, and interview techniques designed to… |
Sequence 27~----------------------------- ~- -- sentences on a subtest of the Wechsler Preschool Intelligence Scale (WIPPSI); and to… |
Sequence 33be doubtful that a measure of IQ gain would be appropriate for the Montessori class at the end of one year. Motivation, she… |
Sequence 34Fair" Picture Vocabulary Test for intellectual functioning; d) the Cin- cinnati Autonomy Battery (CAB) by Banta which… |
Sequence 36was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 41child's responses to preschool programs were predictive of later aca- demic achievement and that the Montessori… |
Sequence 45Kohlberg then studied a group of children who attended an extended follow-through program in the Ancona Montessori School and… |
Sequence 46Other measures were of school-related behaviors and attitudes and social perceptions and social interaction. Results First… |
Sequence 53with a set solution, a product. Their purpose is process not product oriented. They are to provide a sensorial impression, not… |
Sequence 69pupils showing more significant mean gains in attitude toward school, adjustment in group situations, and interest in the… |
Sequence 85CHAPTER6 RESEARCH OF COGNITIVE/ INTELLECTUAL DEVELOPMENT Introduction One of the earliest studies of intellectual… |
Sequence 1701982, pp. 219-245), who escape early tracking into special education categories are still at risk for being labeled as BD (… |
Sequence 11IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 12school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 25In order to help parents take advan- tage of the information that is yielded over the course of the year, observers working… |
Sequence 27were significantly correlated with their overall IQ. Because of the small sample sizes and the formative nature of the work on… |
Sequence 28mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 29strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 30Although the question of whether MI Theory is open to disconfirmation has been raised on several occasions, any number of… |
Sequence 121infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 57problem was to do a science project on mental testing. I was going to try to understand why I did so poorly on IQ tests. So I… |
Sequence 67• being sensitive to the needs and desires of others • being on time for appointments · having a social conscience • making… |
Sequence 86developed by measuring heights and weights of many, many chil- dren to establish what is typical at, say, thirty months of age… |
Sequence 157Hopes and Disappointments 143 was that of forming the supernatural man, the real Christian. However, Montessori did not make… |
Sequence 229Maria Montessori Through the Seasons of the "Method" 215 Index of Names Maria Montessori'.~ name is… |
Sequence 47Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |