Search Inside Documents
Displaying results 1 - 85 of 85
Sequence 7Footnotes 1. Thomas Berry. (1988). The dream of the earth. Sierra Club, p. 206. See also: (a) Thomas Berry, "Coming… |
Sequence 4The Prepared Environment: Building a Way of Life, Not Just a Curriculum To retain the emotional vigor which underlies… |
Sequence 2need to return to Montessori's writing-particularly From Childhood to Adolescence and Education and Peace. But it was… |
Sequence 3that of social reconstruction and moral reform, that of bringing about peace and justice in our world. If this is the… |
Sequence 23Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 21PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 22applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family… |
Sequence 38Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom… |
Sequence 2EXTENDING THE SYLLABUS WITHOUT DISTORTION by Linda Davis Linda Davis points to the intent of the Erdkinder essays as being… |
Sequence 18Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 8Psycho-evolutionary theory is another influential theory and focuses more on the physiological and affective consequences of… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 36Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 38hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 3163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 31191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 3109 Black and Davis • Montessori All Day, All Year that to our Montessori practice rather than applying our Montessori… |
Sequence 5111 Black and Davis • Montessori All Day, All Year our perception of reality, but we hold faith in the possibility that… |
Sequence 7113 Black and Davis • Montessori All Day, All Year spaces might be created. We encourage you to sit with graph paper and… |
Sequence 9115 Black and Davis • Montessori All Day, All Year tion. Systems can be put in place that allow for a natural flow from one… |
Sequence 11117 Black and Davis • Montessori All Day, All Year It is important to note that in the example given, about half the… |
Sequence 13119 Black and Davis • Montessori All Day, All Year it is important to clearly communicate both to all audiences, inter- nal… |
Sequence 15121 Black and Davis • Montessori All Day, All Year of an environment that fully supports the child’s development, we provide… |
Sequence 1whaT are we Observing and hOw? by Linda Davis In this talk, Linda Davis discusses observation at the adolescent level. She… |
Sequence 3175 Davis • What Are We Observing and How? place, but like the butterfly in the chrysalis, we can’t see everything. What we… |
Sequence 5177 Davis • What Are We Observing and How? Dr. Montessori called them social newborns. They have all that wonderful… |
Sequence 7179 Davis • What Are We Observing and How? Several months after she proposed these three questions I found myself watching a… |
Sequence 9181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 64350 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Chang, Y.-S., Owen, J.P., Desai, S.S., Hill, S.S., Arnett, A.B., Harris… |
Sequence 752 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Maria Sibylla Merian (1647–1717) Swiss-German Maria Sibylla Merian has a… |
Sequence 1560 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 2732 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 55 Kahn: What are some of Peller's views on day care? Waltuch: Look at her "fourteen points." She gets… |
Sequence 4of white aprons awaits the prospective "helpers." Preparing food can be used for another purpose also. We… |
Sequence 7they may find it difficult to maintain the standards set, and if they resort to methods that must be called brutal, the… |
Sequence 27Footnotes 1. Thomas Berry. (1988). The dream of the earth. Sierra Club, p. 206. See also: (a) Thomas Berry, "Coming… |
Sequence 107The Prepared Environment: Building a Way of Life, Not Just a Curriculum To retain the emotional vigor which underlies… |
Sequence 78need to return to Montessori's writing-particularly From Childhood to Adolescence and Education and Peace. But it was… |
Sequence 87that of social reconstruction and moral reform, that of bringing about peace and justice in our world. If this is the… |
Sequence 33Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 75Greenough, W.T., J.E. Black, & C.S. Wallace. "Experience and Brain Development.'' Child Development… |
Sequence 36PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 37applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family… |
Sequence 53Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom… |
Sequence 272Program Assistant: Jenny Hoglund is pursuing the AMI Training of Trainers Programme at the elementary level. She earned the… |
Sequence 280CLASSIFIEDS California Primary Teacher needed starting Summer and/ or Fall 2004. Rainbow Bridge Montessori School isa well… |
Sequence 59EXTENDING THE SYLLABUS WITHOUT DISTORTION by Linda Davis Linda Davis points to the intent of the Erdkinder essays as being… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 225Psycho-evolutionary theory is another influential theory and focuses more on the physiological and affective consequences of… |
Sequence 229to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 253Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 169163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 197191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 113107 Black and Davis • Montessori All Day, All Year MontessorI all day, all year by Connie Black and Liza Davis Introducing… |
Sequence 115109 Black and Davis • Montessori All Day, All Year that to our Montessori practice rather than applying our Montessori… |
Sequence 117111 Black and Davis • Montessori All Day, All Year our perception of reality, but we hold faith in the possibility that… |
Sequence 119113 Black and Davis • Montessori All Day, All Year spaces might be created. We encourage you to sit with graph paper and… |
Sequence 121115 Black and Davis • Montessori All Day, All Year tion. Systems can be put in place that allow for a natural flow from one… |
Sequence 123117 Black and Davis • Montessori All Day, All Year It is important to note that in the example given, about half the… |
Sequence 125119 Black and Davis • Montessori All Day, All Year it is important to clearly communicate both to all audiences, inter- nal… |
Sequence 127121 Black and Davis • Montessori All Day, All Year of an environment that fully supports the child’s development, we provide… |
Sequence 181173 Davis • What Are We Observing and How? whaT are we Observing and hOw? by Linda Davis In this talk, Linda Davis… |
Sequence 183175 Davis • What Are We Observing and How? place, but like the butterfly in the chrysalis, we can’t see everything. What we… |
Sequence 185177 Davis • What Are We Observing and How? Dr. Montessori called them social newborns. They have all that wonderful… |
Sequence 187179 Davis • What Are We Observing and How? Several months after she proposed these three questions I found myself watching a… |
Sequence 189181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 191183 Davis • What Are We Observing and How? |
Sequence 356350 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Chang, Y.-S., Owen, J.P., Desai, S.S., Hill, S.S., Arnett, A.B., Harris… |
Sequence 5552 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Maria Sibylla Merian (1647–1717) Swiss-German Maria Sibylla Merian has a… |
Sequence 6360 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 3232 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 61Exp. elementary Montessori teacher position available in Arvada. Colo. Denver suburb. School is situated on JO-acre ranch in… |
Sequence 10Role of Creative Drama in Reading by Martin Kling and Joan Bukavich The following article demonstrates once again that… |
Sequence 13Davis. J. H .. and Oehm, T., "Terminology of drama/theatre wi1h and for children: A definition." Children… |
Sequence 85 Kahn: What are some of Peller's views on day care? Waltuch: Look at her "fourteen points." She gets… |
Sequence 36of white aprons awaits the prospective "helpers." Preparing food can be used for another purpose also. We… |
Sequence 39they may find it difficult to maintain the standards set, and if they resort to methods that must be called brutal, the… |