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Sequence 3Psychological Implications It is typical for us to refer lo our outdoor environment as "our" land lab, yet… |
Sequence 1Psychological Implications It is typical for us to refer lo our outdoor environment as "our" land lab, yet… |
Sequence 6the face of adverse conditions. Certainly they wanted to leave, and when one of them announced his intention to do so, the… |
Sequence 1the face of adverse conditions. Certainly they wanted to leave, and when one of them announced his intention to do so, the… |
Sequence 4And Lhe school community becomes a small example of the larger world community in action, helping and sharing, planning and… |
Sequence 1And Lhe school community becomes a small example of the larger world community in action, helping and sharing, planning and… |
Sequence 1Plant Sale (Upper Elementary) by Laurie Ewert-Kroeker A venture into the business of growing and selling annuals and veg•… |
Sequence 3Joys of Gardening (Upper Elementary) by Laurie Ewert-Kroeker Even at age thirteen, the co11.temment of working in the soil… |
Sequence 4strong, and working wilh the hands and body is still joyful. Although these children are capable of high levels of abstraction… |
Sequence 1strong, and working wilh the hands and body is still joyful. Although these children are capable of high levels of abstraction… |
Sequence 1The Fall Equinox (Upper Elementary) by Laurie Ewert-Kroeker A school-wide celebration of the fall equinox combined native… |
Sequence 2THE ERDKINDER STORY: IN THE BEGINNING by Laurie Ewert-Kroeker and David Kahn This informal paper summarizes the recent work… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 4\Q -.J PROTOTYPE YEAR I (UUMANITfES lN DIRECT CONTACT WITH FARM OCCUPATIONS) Soil Study: pH, type, farm soil, Cation… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 90 N PROTOTYPE YEAR 2 - HUMANITrES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 100 w PROTOTYPE YEAR 2- HUMANITIES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 110 .j>. PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) ;l ~ BOTANY ~ ~ ~ ZOOLI>CY… |
Sequence 120 VI PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) BOTANY ZOOLOGY CHEMISTRY EARTH SCIENCE PHYSICS… |
Sequence 130 0, PROTOTYPE YEAR 2 (OPPORTUNITIES FOR SELF EXPRESSION) - DRAMA CRAFTS POETRY WORKSHOPS WRITING NARRATIVE FICTION… |
Sequence 140 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 15YEAR THREE (2000-2001), THE MONTESSORI FARM SCHOOL OPENS: SCHOOL ON THE LANO We opened in August of 2000, and at the… |
Sequence 16began coming up with poetry, solicited by Gaelle personally for her poem book. Here, quite by accident, emerges a genre of… |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 4Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 15WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 2THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 8a triumphal entry into social life-not entering it debilitated, isolated or humiliated but with head high, sure of himself.… |
Sequence 10cultures, but their outcomes are similar; you might say, therefore, that their outcomes are universal manifestations of the… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 1Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 2OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 1Laurie Ewert-Kroeker 162 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2FARM SCHOOL CULTURE AND THE V ALORIZATION OF THE PERSONALITY: How DoEs LIVING ON THE LAND CONTRIBUTE TO V ALORIZATION? by… |
Sequence 2of place as a consequence, and so that they may adapt in any surroundings. The adaptation will then manifest itself by &… |
Sequence 15weekly trips to Cuen tepee: The school is on the land. The work is daily. At Cuentepec, the students must strive for community… |
Sequence 1Laurie Ewert-Kroeker 182 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 13Here is an essential principle of education: to teach details is to bring confusion; to establish the relationship between… |
Sequence 3the Montessori principles originating on the farm, the full spectrum of modified prepared environments cannot be seen for… |
Sequence 10Montessori talked of the young child as being a "spiritual em- bryo." In a sense, the adolescent is… |
Sequence 1Laurie Ewert-Kroeker 132 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 2UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 9Part of my responsibiUty, even though we extensively use technol- ogy, is to decide if a certain technology is appropriate,… |
Sequence 4suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 197.()()IOM· nJtm..cu ,o rm'S-1(~ lll\1-\\ IUOl.0(,\ ,.._'"'lfltOlOt,I 111\U\ rt(ll\0(..()1,\ 7..… |
Sequence 1INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 1MONTESSORI DEVEIDPMENTAL TURNING PoINIS roR AooLFSCENT LANGUAGE by Laurie Ewert-Kroeker Lnurie Ewert-Kroeker§ charts provide… |
Sequence 3A system is a set of interrelated elements that make a uni- fied whole. Individual things-like plants, people, schools,… |
Sequence 2EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 1Laurie Ewert-Kroeker 178 The NAMTA Journal • Vol. 36, No. 3 • Summer 20/ I |
Sequence 2EDUCATION AS THE PREPARATION FOR ADULT LIFE: AN OVERVIEW by Laurie Ewert-Kroeker Laurie Ewert-Kroeker portrays the syllabus… |
Sequence 2PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 235Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 1NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 1Laurie Ewert-Kroeker 310 The NA MTA Journal • Vol. 36, No. 3 • Summer 2011 |
Sequence 2MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 7181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 1scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert-Krocker Laurie Ewert-Krocker emphasizes the teacher’s role in… |
Sequence 39 Ewert-Krocker • Scaffolding for Discovery in the Third Plane part of that environment, but if we thought of ourselves… |
Sequence 1367 McNees • Exploring the Adolescent’s Creative Pathways processes as an interpersonal and dramatic endeavor. For example,… |
Sequence 1872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 3The Toddler and the Teenager page 140 another age of “mneme”: indelible impressions Recent research coming out of the… |
Sequence 29The Toddler and the Teenager page 140 another age of “mneme”: indelible impressions Recent research coming out of the… |
Sequence 30The Toddler and the Teenager page 140 another age of “mneme”: indelible impressions Recent research coming out of the… |
Sequence 811 Chawla and White • Place-Based Education and Citizen Science Children, Youth and Environments – special issue on “Place-… |
Sequence 4REDISCOVERING THE OUTDOOR ENVIRONMENT: A MONTESSORI APPROACH ~ EDITORIAL: THE MONTESSORI LEGACY-CONNECTING THE INDOOR AND… |
Sequence 5MAKING TRAILS by Laurie Ewert-Krocker ......................................... PYTHAGORAS AND THE GARDEN by Laurie Ewert-… |
Sequence 45Psychological Implications It is typical for us to refer lo our outdoor environment as "our" land lab, yet… |
Sequence 60the face of adverse conditions. Certainly they wanted to leave, and when one of them announced his intention to do so, the… |
Sequence 63And Lhe school community becomes a small example of the larger world community in action, helping and sharing, planning and… |
Sequence 70Plant Sale (Upper Elementary) by Laurie Ewert-Kroeker A venture into the business of growing and selling annuals and veg•… |
Sequence 81Joys of Gardening (Upper Elementary) by Laurie Ewert-Kroeker Even at age thirteen, the co11.temment of working in the soil… |
Sequence 82strong, and working wilh the hands and body is still joyful. Although these children are capable of high levels of abstraction… |
Sequence 100The Fall Equinox (Upper Elementary) by Laurie Ewert-Kroeker A school-wide celebration of the fall equinox combined native… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 6Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joan Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 7THE ADOLESCENT COLLOQUIUM OCTOBER 3-6, 1996 SUMMARY OF THE PROCEEDINGS compiled and edited by Renee Pendleton This… |
Sequence 71p ARTICIPANTS IN THE ADOLESCENT COLLOQUIUM Kay Baker is AMI Elementary Director of Training at the Washington (DC)… |
Sequence 1Vol. 24, No. 1 Winter 1999 Montessori Past, Present, and Possible: A Global Reality Moateaorl Ed■adoa: Put, Prae■t, ■ad… |
Sequence 4MONTESSORI PAST, PRESENT, AND POSSIBLE: A GLOBAL REALITY MONTESSORI EDUCATION: PAST, PRESENT, AND POSSIBLE… |
Sequence 172THE ERDKINDER STORY: IN THE BEGINNING by Laurie Ewert-Kroeker and David Kahn This informal paper summarizes the recent work… |
Sequence 173story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 260Pedagogy for the Planet: From Childhood to Adolescence (Baltimore, November 5-8) linked the adolescent quest for Erdkinder to… |
Sequence 262by Laurie Ewert-Kroeker and David Kahn in this Journal issue). He reported on the project to the AMI Pedagogical Committee in… |
Sequence 113THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 143NAMTANEWS ADOLESCENT RETREAT Is F1LL1NC Ur As of June 21, more than fifty participants had registered to attend NAMTA'… |
Sequence 4THE CASA DEi BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE THE CASA DEi BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME… |
Sequence 150PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 101PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |