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Sequence 6coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 11Assessment Team Mary Boehnlein Tim Duax Margaret Loeffler Carol Takacs Ana Maria Villegas Scholar Review Team Andrew… |
Sequence 12K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 6K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 7Assessment Team Mary Boehnlein Tim Duax Margaret Loeffler Carol Takacs Ana Maria Villegas Scholar Review Team Andrew… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 12coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 1APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 1THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 1THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 12can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 1Taliesin West seminar participants John Wyatt (standing), David Kahn, Renilde Montessori, and Frances Nemtin 208 The NAMTA… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 11The first meeting of the Educateurs sans Frontieres, in the summer of 1999, looked at Montessori principles and practices that… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 4All of those present could probably concur with the concluding remark made by Frances Nemtin, an original member of the… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 27simply too many students to do a symposium without losing their interest-even a three-day symposium-when the presentations… |
Sequence 7belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 1HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 1John Wyatt with students 124 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 10Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 2Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 8dence of how a culture works, calling for the understanding of foreign language as a means of penetrating the cultural… |
Sequence 9to the interdisciplinary equation is the integrating whole, provided that we are able to accept Montessori's syllabus… |
Sequence 1IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 5unit preparation and guidance of the students, each specialist em- bodying a respective "disciplinary lens."… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 3Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 103Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 104Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 1oF NATurAl sCieNCe, WoMeN’s hisTory, AND MoNTessori’s Theory oF kNoWleDge Kathleen Allen, now retired from teaching, taught… |
Sequence 1A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing the impact David Kahn has had on NAMTA… |
Sequence 4158 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 158 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 sophical study in… |
Sequence 8162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 19Kahn • NAMTA - AMI Legacy 173 well-being and health framework. These pathways combined with progressive thinking were needed… |
Sequence 1rtance of Montessori 2000 Missing Design Pieces to be Developed Montessori Developmental Continuum: Merging Designs with… |
Sequence 5MONTESSORI 2000 THE IMPORTANCE OF MONTESSORI 2000 ....................... . MONTESSORI 2000 MISSION… |
Sequence 88coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 91Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 93Assessment Team Mary Boehnlein Tim Duax Margaret Loeffler Carol Takacs Ana Maria Villegas Scholar Review Team Andrew… |
Sequence 94K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 117APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
Sequence 196Patricia Ludick has facilitated language and field experiences at Ruffing Montessori School East (Cleveland Heights, Ohio).… |
Sequence 197dents to Latin. (Academy participants without a Latin background will be provided with enough rudimentary pointers to teach… |
Sequence 155NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 57THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 64THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 168imagination, and John Wyatt of Beloit College introduced his model curriculum centered around the ancient city of Alexandria… |
Sequence 206Roman Empire and centered in the multi-ethnic city of Alexandria. It takes an interdisciplinary view of language, mathematics… |
Sequence 252The North American Montessori Teachers' Association In cooperation with the Montessori Teacher Education Collaborative… |
Sequence 256Participants will be expected to complete reading and writing assignments both in preparation for and during the course. John… |
Sequence 257the Latin presented in the Keepers of Alexandria grammar component. In the end, however, the goal of the course is to instill… |
Sequence 202NAMTANEWS: THE MONTESSORI ACADEMY JULY 14-18 AND JULY 21-25, 1997 CLEVELAND, OHIO This year's Montessori Academy will… |
Sequence 203The Keepers of Alexandria (formerly Meet Us in Alexandria) is a cutting-edge curriculum project guided by university… |
Sequence 241can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 212Taliesin West seminar participants John Wyatt (standing), David Kahn, Renilde Montessori, and Frances Nemtin 208 The NAMTA… |
Sequence 214Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 222The first meeting of the Educateurs sans Frontieres, in the summer of 1999, looked at Montessori principles and practices that… |
Sequence 234reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 238All of those present could probably concur with the concluding remark made by Frances Nemtin, an original member of the… |
Sequence 127development, showing us what happens with the fullest realization of human formation and development," said Mr. Kahn… |
Sequence 4MONTESSORI FOUNDATIONS FOR LITERACY AND CULTURE LANGUAGE ACQUISITION… |
Sequence 128THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 443simply too many students to do a symposium without losing their interest-even a three-day symposium-when the presentations… |
Sequence 151belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 8Participants at the Third Adolescent Colloquium. Row 1, left to right: Clare Boyle, Leon Dantus, George Pritchard, Audrey… |
Sequence 362John Wyatt 354 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 363HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 67A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 130John Wyatt with students 124 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 222The notion of analysis and synthesis was eloquently presented by elementary trainer Greg MacDonald, of the Washington… |
Sequence 78Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 229Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 235dence of how a culture works, calling for the understanding of foreign language as a means of penetrating the cultural… |
Sequence 236to the interdisciplinary equation is the integrating whole, provided that we are able to accept Montessori's syllabus… |
Sequence 247IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 251unit preparation and guidance of the students, each specialist em- bodying a respective "disciplinary lens."… |
Sequence 147MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 387JOHN A. WYATT, 1937-2008 One cannot tench ethical behnvior. One can only hope that good11ess attracts i11 its own way. John… |
Sequence 67Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 63 Kahn • Preface The Cleveland conference was presented in the perfect venue for its message: within the walls of the… |
Sequence 4946 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Kathleen Allen, now retired from teaching, taught in Montessori… |
Sequence 151McNamara • A Tribute: David Kahn 151 A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing… |
Sequence 158158 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 158 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 sophical study in… |
Sequence 162162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 173Kahn • NAMTA - AMI Legacy 173 well-being and health framework. These pathways combined with progressive thinking were needed… |