Search Inside Documents
Displaying results 101 - 200 of 327
Sequence 7165 Excerpt • Like Leaven by Patricia Coulter 2) God’s life is within us (Christ, the light). It is so powerful that it… |
Sequence 939 Andrews • The Social Relevance of Montessori in the First Plane Montessori writes, “Movement has great importance in… |
Sequence 3167 Ford • Profile of a Growing Urban School: The Lumin Experience supervised place for their kids to play safely, so the… |
Sequence 2561 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 23325 Parker • The Essential Is Invisible to the Eye adventure by undertaking your own qualitative research. The op-… |
Sequence 27Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 3AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 86AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 125Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 87AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 107AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 126Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 1922 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Shah, Harsh R. and Luis R. Martinez. “Current Approaches in Implementing… |
Sequence 338 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 community. The title of that speech was “Montessori in Dallas for… |
Sequence 3The young child needs to know that. He should be introduced to God Who is love. As St. John says in his Epistles, wherever… |
Sequence 5A Non-Montessori Bibliography for Parents by Peggy Stern Baruch, Dorothy. New Ways of Discipline. New York: McGraw Hill, 1949… |
Sequence 3period of time which gave us the rich experience of educating a second generation of parents: the children of the first… |
Sequence 8mistakenly assumed that children should be encouraged to "say the feel- ing" in order to "get rid… |
Sequence 2soft pastels highlighted in isolated detail whenever John chooses to flex the right muscles. Slim the man diversifies his… |
Sequence 7terrelated, to see what Montessori has given and what still has to be developed." John (his Americanized first name)… |
Sequence 4economies as well as that of Japan are now structural problems, with inflation as a permanent factor which simply cannot be… |
Sequence 1Cincinnati's Public School Montessori Program by Mary O'Dwyer, Sean O'Dwyer and Margaret Williams Teacher,… |
Sequence 22 The "Urban Compromise" would be a Montessori environment for adolescents loca- ted where elementary… |
Sequence 1Conclusion Religious Potential of the Child (Ages Three to Six) by Sofia Cavalletti Reaching the end of our brief… |
Sequence 2could not f.!(•t ha('k this gn•at gift hy tlwmselvPs. That is why ,Jt,sus canw. -R,•!t~11111, Ed11n1/11111 in R,•l&… |
Sequence 1Book Review: Creativity & Immortality by John K. Long In Defense of the Family by Rita Kramer, Basic Books Inc. In… |
Sequence 23 3. The American Montessori Societ):'. Bullet ins 1963 v. l N. l 1964 v. 2 N. 4 1965 v. 3 N. 3 v. 3 N. 4 1979… |
Sequence 4BOOKS ABOUT MONTESSORI: METHOD, MOVEMENT, AND THEORY Bailey, Carolyn Sherwin. (1915). Montessori children. New York: Henry… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 1819 3. G. K' s Weekly. { 1936). 11, 404, { 1). 4. Month. (1937). 169, 182-3, (2). 5. New York Times. { 1939, August 20… |
Sequence 1920 Standing, E. Mortimer. (1959). Maria Montessorit her life and work. Fresno, California: Academy Library Guild. British… |
Sequence 2324 Mendleson, Robert S. Parentectomy--Is it ever indicated? NAMTA Quarterly, ..!., 10-14, 5). Mendleson, Robert S. (1975… |
Sequence 3536 Berliner, Michael S. (1975). Montessori and social development. The Constructive Triangle, l, 54-64, (10).… |
Sequence 46Long, John. (1982). NAMTA Quarterly, The elementary child, the curriculum and Montessori. 2, 10-16, (7). 47 Lucas, Ann F… |
Sequence 4950 Spodek, Bernard. (1970). What are the sources of early childhood curriculum? Young Children, 26, 48-50. (3). Standing… |
Sequence 50Chattin-McNichols, John. (1982). Counterpoint to Campbell's computer article. The Constructive Triangle, 2, 7-8, (… |
Sequence 76Steward, J. A. (1912). Madame Maria Montessori. Journal of Education, 11, 702, ( 1). St. John, A. (1927). Montessori and… |
Sequence 8485 Raman, S. P., & Bowen, Elizabeth L. (1975). Nutrition and development. The Constructive Triangle, l, 41-46, (6… |
Sequence 9091 Stevens, George L. (1963). Reading for young children. Paper presented at the 1963 Americand Montessori Society national… |
Sequence 9192 Joosten, A. M. (1974). Helping one helping all (II): Helping the child in the conquest of the written language. Bombay… |
Sequence 9596 MATHEMATICS Calvert, Patty. (1972). Memory game variation. The Constructive Triangle, ~. 19, ( l). Joosten, A. M. (… |
Sequence 113114 Woman as child trainer. (1912, January 22). New York Evening Post, (4), A woman pioneer in education. (1912).… |
Sequence 123125 Clarke, Margaret. (1965). Letter from teacher's chairman. The Constructive Triangle, !, 1-3. (3) Lowery,… |
Sequence 131Kahn, David. rebirths. ( 1983). Second AMI su.mmer institute: Life is a series of NAMTA Quarterly, ~. 28-31, (4). New… |
Sequence 136138 PRACTICAL LIFE Barnett, Regina Reynolds. (1977). Learning set-ups: Focus on cutting skills and other scissor… |
Sequence 145Fisher, Maurice D. (1971). Educational assumptions for constructing objectives and evaluating programs for culturally… |
Sequence 1472. Foreign Language/Bilingual Jackson, Stepman Lawrence. (1980). Formative evaluation of a bilingual Montessori preschool… |
Sequence 158160 Z. Task Persistence/Time on Task Hamilton, V. Jane & Gordon, 0. (1978). Teacher-child interactions in… |
Sequence 165167 SCHOOL ADMINISTRATION AND MANACEHENBT A. Administration Dunn, Paul J. & Callahan, John Biyer. (1963). How to… |
Sequence 185Revesz, G. (1946). Ursprung and vorgeschichte der sprache. Berne: Ross, J. s. (1944). Ground work of educational Harrape… |
Sequence 48TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
Sequence 103be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 103A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 104The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 132TRIBUTE TO LINDA PRESTON By David Kahn In Memory of LINDA SOULE PRESTON April 4, 1938 - March 20, 1988 Memorial Service… |
Sequence 133easy for him to make the bed each morning. A small Pinocchio hat rack held his pajamas and his outdoor coat. A large piece of… |
Sequence 134touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 3ACKNOWLEDGEMENTS This book would not have been possible without the help and support of several people: David Kahn, Director… |
Sequence 83Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 85the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 25Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 32personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 33function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 48history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 108I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 62References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 52Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 159RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long In these excerpts from a talk presented at… |
Sequence 29References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 151for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 99Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 122Knoxville Montessori School is a small school of 45 students with a Primary Program of 30 students and an El- ementary… |
Sequence 52system of education. It is easy to see why verbal/linguistic skills are highly valued by parents and traditional educators.… |
Sequence 53Human beings have two complex apparatus for producing speech and for hearing the spoken word. Paper, pencil, and books are… |
Sequence 250The NAMTA Board is a tightly woven working group with a collective understanding of how NAMTA interfaces with a variety of… |
Sequence 186behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 9as a member of a community. This is, according to Montessori, a sensitive period for finding one's place in society. As… |
Sequence 10A very important Montessori principle ls the idea of true responsibility-not doing an assigned chore but respond- ing to… |
Sequence 11must "touch those issues that are key to them at this point in their lives." Linda Davis asked about… |
Sequence 61Alcillia Clifford-Williams suggested that, to some participants, the main obstacle to Erdkinder might be financial. She asked… |
Sequence 46And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 235the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
Sequence 16At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 18love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 37joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 40calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 45an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 135The music created a feeling of life. Picture # 2: This picture is of a particle that was left and joining with a negative.… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 153If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 226John [Wyatt] mentioned that he finds that the best ques- tion for him to ask a new apprentice is how lazy he or she is.… |
Sequence 153REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 51It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 75REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 99They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |