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Sequence 227Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |
Sequence 228learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
Sequence 233when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 147ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 108independence, which is the scope and sequence of the Montessori developmental continuum from birth to adulthood. This… |
Sequence 1233. Global applications (from Lunds University): The global anthropological approach is not n macro theory. It is a framework… |
Sequence 124· To impart a sense of respect for the capacities and human- ity of man as a species. · To leave the student with a sense of… |
Sequence 1285. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 49saying, first of all, stop calling it a new century. It has to be mnde new, and human originality has to be exercised. Our… |
Sequence 75natural right. If our children are in despair in such large number during their adolescence and teenage years, then obviously… |
Sequence 71 Richards • Preface Preface by Julia Richards In the book Toward a Theory of Instruction (1974), Jerome Bruner combines… |
Sequence 109Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 110AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 112AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 8link up revolutionizes each field of study. Montessori was able to find what T.S. Eliot called the objective correlative to… |
Sequence 9model for point, line, surface and solid, respectively. The study of lines leads to the study of angles, the study of angles… |
Sequence 65Announcement II NAMTAPRESENTS: JEROME BRUNER IN LECTURE Dr. Jerome Bruner, Harvard, Oxford Professor of Psychology and… |
Sequence 6056 Announcement II NAMTA PRESENTS: JEROME BRUNER IN LECTURE CLEVELAND HEIGHTS, OHIO Dr. Jerome Bruner, Harvard, Oxford… |
Sequence 6460 Elementary Action Series: Classroom technique and documentary material would be accrued to build the NAMTA Elementary… |
Sequence 4440 NAMTA News: David Kahn Appointed Executive Director of NAMTA After five years of service to N AMT A in both the Media and… |
Sequence 1UNDER THE ADMINISTRATIVE UMBRELLA Low Cost Expansion Ron Ackerman Proposed Junior High Outline David Kahn Normalizing the… |
Sequence 3UNDER "THE ADMINISTRATIVE UMBRELLA volume six number one Expansion Low Cost Expansion by Ron Ackerman… |
Sequence 33Curriculum Review: Man: A Course of Study Kahn-Bruner Interview Jerome Bruner's recollection of his famous Man: A… |
Sequence 35good for discussion because all it leads to is other people saying, "Ooh" or "Aah" or &… |
Sequence 36is transactional. Philosophy, I suppose, is disciplined, educated dialogue with people sharing their subjectivity about big… |
Sequence 37"And so we see Marta, concerned about the cosmetic __ ." Let them imagine a narrative! We were having such… |
Sequence 3834 Bruner: I don't like to get dragged down into a bad game of chess - if you're going to play chess, play it well… |
Sequence 499:00-12:00 12:00-1:30 1:30-2:30 2:45-4:00 8:00 P.M. Day 1 Option I Creativity (Jones) Option 5 Language (Kovach)… |
Sequence 35Phases I and II teachers involved in Phase III noticed that the children could apply the concepts and language gained in the… |
Sequence 7other great ladies and great gentlemen coming along too. Don't rule them out because their name isn't Montessori.… |
Sequence 3834 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 63SPEAKER DALLAS ONLY Ginger Buckley Currently a preschool trainer at 1he Texas Montessori Institute in Houston. Ms. Buckley… |
Sequence 6460 Day I 9:()().12:00 Keyno1e (Jones)" Op1ion I lnlanl 1Maloo0 Op1ion 2 Paren1 Education 1Damusl Op1ton J… |
Sequence 13A View of Childminding by Jerome Bruner Often times the babysiuer in the home is idealized as the better alternative to… |
Sequence 45Book Review: Under Five in Britain by Jerome Bruner The Hif!,hscope Pres.1. 600 North mn,r S1ree1. } 'p1ila111i.… |
Sequence 4642 Bruner as epistemologist and educator asserts one of Montessori's highest precepts. Concentration is the measure of… |
Sequence 47mcnt 10 enrich the learning environment and lO extend Jay care beyond minimum custodial level~. Nor docs this comprehensive ~… |
Sequence 17Everyone was running around taking field trips, doing experiments, reading journal articles ... I much prefer a nice easy… |
Sequence 1814 in a circle. Children are impressed by this kind of perspective. It says to them, "What you are studying is… |
Sequence 20excellence. How do we reconcile the demands of the structured curriculum, as defined by Bruner, with the significance of the… |
Sequence 3023 Bruner, Jerome. (1982). A view of childminding. NAHTA Quarterly, 2, 9-21, (13). A dialogue about child rearing. (… |
Sequence 3730 Varga, Virginia,. (1977). Physiology of the absorbent mind. The Constructive Triangle, ~. 5-7, (3). Wikramaratne, Lena… |
Sequence 9285 Raman, S. P., & Bowen, Elizabeth L. (1975). Nutrition and development. The Constructive Triangle, l, 41-46, (6… |
Sequence 216Appendix l GEOMETRY Grazzini, Camillo . (1975). Games with constructive triangles. Communications,~. 18-23, (6). Leeds… |