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Sequence 329Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 330*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 400We have been on the Farm fora year. We planned and prototyped for three years (more, really), but none of that planning could… |
Sequence 426engaged personae that had formed was inescapable. Change then was both social and individual. APPROACHING NORMALITY: A STATE… |
Sequence 427Ben: When we were all leaving on the last day. David: Tell me about it; what made it sink in? Ben: When his morn and sisters… |
Sequence 434and faith in one's ability to contribute something unique and indi- vidual promotes greater tolerance, greater solidarity… |
Sequence 436students be able to choose to study any period, any person, any technological achievement at any time? There are good reasons… |
Sequence 437times, how a curriculum can be designed for frequent stays, but not full-time residence. Laurie has a class of twenty who can… |
Sequence 440week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 441higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 446In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 450"Life at the Farm" as a theme for their dance. But an interesting thing happened that we didn't expect… |
Sequence 455nearly fell apart emotionally when someone finished the painting of his character for him on a day when he was absent. Of… |
Sequence 4602. We would like to offer more choices to students and not prescribe so much. To that end, we are working on framing the… |
Sequence 559compared Individual Humanities to a complete life philosophy. It also explains why they have continued to admire and revere… |
Sequence 563Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 22OTHER WORLD MODELS Let's see what models we find. There are creation myths, like the turtle that carries the world on… |
Sequence 23with a creator helplessly standing by, not being able to change events, would he have stepped up against Goliath? No. Even… |
Sequence 35life is extinguished, there will always be minor life forms that will survive. The roaches have survived several such… |
Sequence 36The Lord is in charge; He is the All-Mighty. That is understood as to say, He acts in nature, the particles obey Him, He does… |
Sequence 136THE NATURAL WORLD AS PREPARED ENVIRONMENT by Louise Chawla Louise Chawla masterfully weaves Montessori and Edith Cobb,… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 51WHAT Is CULTURE? Because, what is culture? It is the conglomerate of spiritual and mental values that constitute civilization… |
Sequence 112and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 157Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 158Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 222action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 15A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 18know the story of the salmon? You know the salmon is born upriver in fresh water and when it is a certain size, it swims all… |
Sequence 53REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 122Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 125learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 160teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 173connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 272Program Assistant: Jenny Hoglund is pursuing the AMI Training of Trainers Programme at the elementary level. She earned the… |
Sequence 48SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 117into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 118CorneJ1, Joseph Bharat. Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guide-… |
Sequence 110FURTHER MONTESSORI INSIGHTS Dr. Montessori also forecast other current ideas in developmental psychology not reviewed here.… |
Sequence 226On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 33AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 74programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 87OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 114years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 137"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 142What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 144include land-based businesses or other economic experiences to serve the young adolescent in developing an understanding of… |
Sequence 146adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 165into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 23Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 298efforts. In short, we can use measuring school climate to foster truly authentic learning communities. (For more information… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 105SUPPORT AND ENGAGEMENT FOR ALL STUDENTS by John R. Snyder and Donna Bryant Goertz Donna Bryant Coertzn11d John S11yder… |
Sequence 180hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 12THE TODDLER AND THE TEENAGER: A COMPARISON OF THE FIRST AND THIRD PLANES OF DEVELOPMENT by Annette M. Haines A1111e/le… |
Sequence 83REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 212HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 144a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 152Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 175Figure 17. The Heptastadium. went up to allow ship traffic? Did it just stop the flow of water? How did they do that? So… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 249SOWING THE SEEDS OF THE SCIENCES: ELEMENTARY AND ADOLESCENT CONTINUITY by Peter Gebhardt-Seele Dr. Gebhnrdt-Seele… |
Sequence 307Getting back to the original definition of pedagogy of pince: When I heard it, it was from David Orr, and he said that… |
Sequence 335Berry, Thomas. The Great Work Berry, Wendell. Tire U11settli11g of America Brown, Lester. P/a11 B 3.0: Mobilizi11g to Save… |
Sequence 49using the primary (3-6) level as an example. Median salaries at the 3-6 age level are shown for teachers employed at schools… |
Sequence 166REFERENCES Anecdotage. April 24, 2010 <http:/ /anecdotage.com/>. Beckmann, Petr. A History of Pi. New York: St… |
Sequence 12MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 28Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 71Point to religion. "The world is filled with places of worship, such as mosques, churches, synagogues, temples,… |
Sequence 104help children to meet your goals: to become citizens of the world and to unite in working for peace on Earth. REFERENCES… |
Sequence 254Ago." January 10, 2010. Kaiser Family Fo1111dalio11. March 26, 2010 <http://www.kff.org/cntmcdia/entmedi-… |
Sequence 85and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 208Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 239Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 138• When they can reveal themselves, their joys, suf- ferings, and concerns, without fear of ridicule, and when mystery and… |
Sequence 340Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 6050 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 6151 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness Louise Chawla is a professor in the College… |
Sequence 159149 Allen • The Elementary Child’s Place in the Natural World prepares its environment. A marvelous, mysteri- ous, and… |
Sequence 160150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
Sequence 172162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 208198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 254244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 172166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 174168 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Honomichl, Ryan D., and Zhe Chen. 2012. “The Role of Guidance in… |
Sequence 4741 Chawla • The Natural World as Prepared Environment the natural World as PrePared environment by Louise Chawla Louise… |
Sequence 8377 Sobel • Place-Based Education Lieberman, Gerald A. and Linda L. Hoody. 1998. Closing the Achievement Gap: Using the… |
Sequence 133127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 197191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 5549 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 6155 McNees • Exploring the Adolescent’s Creative Pathways exPlorIng the adolescent’s creatIve Pathways: MIndfulness, role… |
Sequence 4337 Kahn • Global Science and Social Systems globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And… |