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Sequence 31odd-even correlations for mean percent of time engaged in each activ- ity category consistently showed a correlation of .65… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 59. Errors (attitude towards an error committed, in different fields: movement, sensorial, intellectual, moral, social; how… |
Sequence 8performance is related to intelligence, and that intelligence is primarily a product of genetic inheritance. The bell-shaped… |
Sequence 18of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 1MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 8Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 9results in "teaching for intelligence." That puts the cart before the horse. If you want to put the cart and… |
Sequence 13REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 4gence. The abstraction of the essence of objects and ideas and the subsequent formation of an image allied to the essence set… |
Sequence 1CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 6the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 69the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 21are several ways by which the problem of change can be confronted .... [One] is by giving rise to change within phenotypes;… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 15In Education and Peace, Dr. Montessori has said: The simple treasure of Man, the raw material that promises to yield Man… |
Sequence 20the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 34Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 1MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |
Sequence 2concrete and abstract. The Montessori idea expands comprehensively through the disciplines within and beyond the Montessori… |
Sequence 13technology, she understood the creative nature of the third plane of development. CONCLUSION Intelligence, in Montessori… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 1THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
Sequence 2cept. Generally, it refers to acting or thinking in ways that are goal- directed and adaptive" (200). This way of… |
Sequence 9Back to Real Work The goal of education is to teach for things that are culturally valued, not for abstract notions I ike… |
Sequence 13test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 3In June, 1996, a large group of neuroscientists and educators met in Chicago to correlate all the current brain research.… |
Sequence 5phase in the development of the psyche and is reflected in the begin- ning work of the sensitive periods. The brain knows… |
Sequence 551 Ramani • Practical Life: The Keystone of Life, Culture, and Community he do this? Any action is an expression of a thought… |
Sequence 5147 Ludick • The Positive Personality of the Montessori Adolescent use that as our guide in education. In speaking of the… |
Sequence 1266 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 however, exemplified in the work of Maria Montessori and calls for a… |
Sequence 1973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |
Sequence 7205 Joosten • Observations and with joy); how it is expressed; in connection with that towards whom (adult, companions,… |
Sequence 1ObservaTiOn and develOPMenT frOM dr MOnTessOri’s 1946 lOndOn Training cOurse by Maria Montessori This article exhorts the… |
Sequence 49241 Taylor • Supporting Elementary Children in Crisis She goes on to quote from Emotional Intelligence: Why It Can Matter… |
Sequence 2674 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 basic sort. How does it function as an ecosystem? From where does its… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 49odd-even correlations for mean percent of time engaged in each activ- ity category consistently showed a correlation of .65… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 649. Errors (attitude towards an error committed, in different fields: movement, sensorial, intellectual, moral, social; how… |
Sequence 122performance is related to intelligence, and that intelligence is primarily a product of genetic inheritance. The bell-shaped… |
Sequence 25of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 19MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 2041995-1996 CONFERENCES ANO EVENTS (PRELIMINARY SCHEDULE, SUBJECT TO CHANGE) Cleveland, OH July 10-28, Study Intensive on… |
Sequence 18Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 32Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 45results in "teaching for intelligence." That puts the cart before the horse. If you want to put the cart and… |
Sequence 49REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 107gence. The abstraction of the essence of objects and ideas and the subsequent formation of an image allied to the essence set… |
Sequence 116CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 102Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 178the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 180are several ways by which the problem of change can be confronted .... [One] is by giving rise to change within phenotypes;… |
Sequence 187Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 43In Education and Peace, Dr. Montessori has said: The simple treasure of Man, the raw material that promises to yield Man… |
Sequence 114the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 48Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 43ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 595• Begin site and facilities development work • Begin student recruitment • Finalize staff, drawing in part from the advisory… |
Sequence 55Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 1:::, r::: a J 0 . \ Montessori: u Intelligence and the Human Spirit |
Sequence 6MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |
Sequence 7concrete and abstract. The Montessori idea expands comprehensively through the disciplines within and beyond the Montessori… |
Sequence 23technology, she understood the creative nature of the third plane of development. CONCLUSION Intelligence, in Montessori… |
Sequence 25We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 65THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
Sequence 66cept. Generally, it refers to acting or thinking in ways that are goal- directed and adaptive" (200). This way of… |
Sequence 85Back to Real Work The goal of education is to teach for things that are culturally valued, not for abstract notions I ike… |
Sequence 89test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 93In June, 1996, a large group of neuroscientists and educators met in Chicago to correlate all the current brain research.… |
Sequence 95phase in the development of the psyche and is reflected in the begin- ning work of the sensitive periods. The brain knows… |
Sequence 5751 Ramani • Practical Life: The Keystone of Life, Culture, and Community he do this? Any action is an expression of a thought… |
Sequence 153147 Ludick • The Positive Personality of the Montessori Adolescent use that as our guide in education. In speaking of the… |
Sequence 7266 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 however, exemplified in the work of Maria Montessori and calls for a… |
Sequence 7973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |
Sequence 213205 Joosten • Observations and with joy); how it is expressed; in connection with that towards whom (adult, companions,… |
Sequence 421413 Montessori • Observation and Development ObservaTiOn and develOPMenT frOM dr MOnTessOri’s 1946 lOndOn Training cOurse… |
Sequence 247241 Taylor • Supporting Elementary Children in Crisis She goes on to quote from Emotional Intelligence: Why It Can Matter… |
Sequence 8074 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 basic sort. How does it function as an ecosystem? From where does its… |
Sequence 138 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |