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Sequence 147of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 177What I often hear from our graduates, ones whom I consider "valorized," are statements like: "I… |
Sequence 187As we have seen, adolescence on that chart (Figure 1) is a divided plane but, in the case of adolescence, there is a problem I… |
Sequence 342curriculum while the twelve- to fifteen-year-olds explore the world from their own familiar place. Students at the farm… |
Sequence 406Anyone who works with adolescents knows that they have feel- ings, strong feelings, angry feelingsr loving feelings, but most… |
Sequence 415Botanical Garden in the development of adolescent respon- siveness to the impact of urban sprawl on the natural world; • the… |
Sequence 423• Meeting local oral historians · Historical gardens • Overall regional history promotion and special events management •… |
Sequence 429:;i (1) ~ ~ ~ ~ i:: i -!'>- Iv Educational Syllabus for Erdkinder: Ages 12-15 A.Practical Considerations… |
Sequence 193So opportunities for engagement in nature need to be right outside the door and continue beyond the building. Here are some… |
Sequence 151m l~1:.11i, ''I ll I l I i,, -,1, I I IHJ 111 J Playing the didgeridoo, Wadja Wadja High School, 2005… |
Sequence 110011 Responsibility Here at the Farm School we have two kinds of responsibili- ties; you are responsible for yourself and your… |
Sequence 190180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 207197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 14------------------------------- --~--- activities or materials is to place them adjacent on the shelves. Many environments… |