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Sequence 260WASHINGTON MONTESSORI INSTITUTE AT LOYOLA UNIVERSITY MARYLAND GRADUATE PROGRAMS IN MONTESSORI EDUCATION WHEN MINDS EXPLORE… |
Sequence 20• Creativity Creativity is fostered throughout the Children's House, through art, language, movement, senso- rial… |
Sequence 23The second-plane child is endowed with the power of reason and the capacity for rational thought. No longer satisfied to… |
Sequence 27The cosmic plan and the adolescent's place in it is the logical focus of study for the third plane, as the seeds of… |
Sequence 65to meet the public school benchmarks, as those are met easily and early on in the Montessori classroom. No, the reason we… |
Sequence 69We Teach Science to Inspire the Children with the Idea That They Have a Part to Play in the Health and Well-Being of the… |
Sequence 78and it is my job to give them all. However, over the years as I've gone back to look more deeply at the plan of Cosmic… |
Sequence 83and sees nature at work. This is a constant exercise. And if carried out in calm and tranquility which touches and educates… |
Sequence 130Structure in the Mind of the Guide Perhaps this is a good place to develop what I see as a key insight into the structure of… |
Sequence 269Montessori, Maria. A New Education for the Secondary School. Public Lecture, Utrecht, January 1937, AMl 1979. Reprinted in… |
Sequence 136122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 208who have taken leadership roles in our world past and present. They study humans who have dealt with moral decision-making… |
Sequence 261REFERENCES Ewert-Kroeker, Laurie. "Farm School Culture and Valo- rization of Personality: How Does Living on the… |
Sequence 277MINDS A NEW DIRECTION IN EDUCATION. FORWARD. tl 12XQ!d,~ School of Education IS AUILUT1O" W II AMI ,s,o<… |
Sequence 9Summary The document includes an overview of Montessori principles and developmental characte1is1:Jcs for each plane or stage… |
Sequence 10Preface The Momesson Australia Foundation firmly believes In the Montessori idea of 'Education as an aid to life',… |
Sequence 12Contents Montesson National Curnculum: Overview… |
Sequence 27Montessori National Curriculum Framework References Australian Education Ministers 2008, Melbourne Declarat,on on EducatJonal… |
Sequence 39Montessori Natoonal Curriculum for the Forst Plane of Development from Birth to Six Years Development and Education of the… |
Sequence 50Montessori National Curriculum for the First Plane of Development from Birth to Six Years Social relations regulate (in… |
Sequence 242Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years At the conclusion of… |
Sequence 317So much of our world is dependent on numbers, data, and statistics these days ... .l want [stu- dents] to be able to ask these… |
Sequence 324MONTESSORl'S CONCEPTION OF EDUCATION FOR ADOLESCENCE The chief symptom of adolescence is a state of expectation, a… |
Sequence 338The new child, she said, must show us how to make all mankind aware of its unity. That human being is different from us and… |
Sequence 339Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 340Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 349our lead teachers have AMI diplomas and we plan on seeking AMI accreditation during the 2012-2013 school year. Email resume… |
Sequence 144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intellectual understanding of nature and ecology. Cosmic Education… |
Sequence 155 Kahn • Preface: Revelations Then and Now—Guided by Nature all of Montessori. The critical function of the natural world is… |
Sequence 6353 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 exercises of Practical life: 3 to 6 coMPared to 6 to… |
Sequence 9787 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 10595 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 10999 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future sowinG the seeds of the sciences: our Gift to the… |
Sequence 117107 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Maria Montessori’s cosMic vision, cosMic… |
Sequence 118108 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Incidentally, at this point we can understand that, unlike what many… |
Sequence 119109 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education also the rocks and the earth or soil), the… |
Sequence 122112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 123113 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education “all sciences (branches of learning) can… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 127117 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Creative dramatics: reenacting the human… |
Sequence 130120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 135125 Stephenson • Cosmic Education dei Bambini. This material gives the small child, who is still a factual explorer, the… |
Sequence 137127 Stephenson • Cosmic Education will remain unchanged during all the stages: the child must be furnished at all times with… |
Sequence 140130 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 History, as the story of man and his achieve- ments, is at the center of… |
Sequence 145135 Leonard • Deepening Cosmic Education deePeninG cosMic education by Gerard Leonard This article is a special blend of… |
Sequence 147137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 202192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 fear of taking children outside—a concern for the wildness of nature (… |
Sequence 249239 Rathunde • Nature Experience and Education education. There are many indications that nature actually has a positive… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 297287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 298288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 6054 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The new education consists not only in supplying the means of… |
Sequence 7367 Baker • The Significance of the Hand for the Elementary Years the significance of the hand for the elementary years by… |
Sequence 7872 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 abstractions such as geometric shapes, letter sounds, and numbers. All… |
Sequence 7973 Baker • The Significance of the Hand for the Elementary Years If the idea of the universe is to be presented to the child… |
Sequence 8074 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 details is inexhaustible. There is always something more to learn. And… |
Sequence 8276 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Knowledge is given of the work of air: that it moves as wind, that it… |
Sequence 8478 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 some common to all and some unique to the shape. Here are solid figures… |
Sequence 8781 Baker • The Significance of the Hand for the Elementary Years Be Aware of and Knowledgeable of the Content of the Work… |
Sequence 8983 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 112106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 201195 The NAMTA Journal class for children from 1st through 5th grade. For more information, visit www.knoxvillemontessori.… |
Sequence 104 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 formal disciplines and practical experience, while working with the young… |
Sequence 2923 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 4438 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 step on the path to normalization. The child who has experienced the… |
Sequence 7468 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 an increase of 25 percent in science scores and 40 percent in social… |
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 157151 Ludick • The Positive Personality of the Montessori Adolescent than passive learning experiences, particularly if those… |
Sequence 161155 Ludick • The Positive Personality of the Montessori Adolescent adults as long as they can process experiences in a safe… |
Sequence 165159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 3226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 5650 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 6761 Begin • Montessori Early Childhood Education in the Public Sector monTessori earlY childhood educaTion in The PuBlic… |
Sequence 6963 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 7165 Begin • Montessori Early Childhood Education in the Public Sector Regulations and Oversight • : These Montessori… |
Sequence 7367 Begin • Montessori Early Childhood Education in the Public Sector Once all interviews were completed and transcribed, I… |
Sequence 7569 Begin • Montessori Early Childhood Education in the Public Sector well-being. In addition, EDCS has received state… |
Sequence 7771 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 7973 Begin • Montessori Early Childhood Education in the Public Sector to integrate it” (Chief Executive Officer. Personal… |
Sequence 8175 Begin • Montessori Early Childhood Education in the Public Sector Alternatively, a participant from another program with a… |
Sequence 8377 Begin • Montessori Early Childhood Education in the Public Sector licensing and public funding, some participants… |
Sequence 8579 Begin • Montessori Early Childhood Education in the Public Sector Staffing and Training These schools all sought well-… |
Sequence 8781 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 8983 Begin • Montessori Early Childhood Education in the Public Sector organization’s public Montessori mission. This can be… |
Sequence 9185 Begin • Montessori Early Childhood Education in the Public Sector Developing and disseminating a general guide, •… |
Sequence 9387 Begin • Montessori Early Childhood Education in the Public Sector aPPendix a research inTerview ProTocol Early Childhood… |
Sequence 9589 Begin • Montessori Early Childhood Education in the Public Sector aPPendix c sTudenT and sTaff informaTion for… |
Sequence 9791 Begin • Montessori Early Childhood Education in the Public Sector |
Sequence 136130 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a RefeRences Montessori, Maria. Education for a New World. 1946. Madras… |
Sequence 172166 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have seen children totally change as they acquire a love for things and… |
Sequence 249243 The NAMTA Journal • Classifieds Strong interpersonal skills. Excellent verbal and written com- munication. Computer… |
Sequence 4034 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 2013). It is not the attitudes of children cited so often by researchers… |
Sequence 4135 Shanks • Building the Inclusive Montessori School gov/st/english/pamphlet/2013/08/20130823281583. html#axzz2navMMDyo&… |
Sequence 4943 Nehring • Implementing Inclusion Theory into Practice the title of her book to The Montessori Method, when it should have… |
Sequence 5751 Nehring • Implementing Inclusion Theory into Practice Preparation for inclusion: the child is in an alternate set- •… |