Search Inside Documents
Displaying results 101 - 182 of 182
Sequence 102\Q -.J PROTOTYPE YEAR I (UUMANITfES lN DIRECT CONTACT WITH FARM OCCUPATIONS) Soil Study: pH, type, farm soil, Cation… |
Sequence 103PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 1070 N PROTOTYPE YEAR 2 - HUMANITrES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 1080 w PROTOTYPE YEAR 2- HUMANITIES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 1090 .j>. PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) ;l ~ BOTANY ~ ~ ~ ZOOLI>CY… |
Sequence 1100 VI PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) BOTANY ZOOLOGY CHEMISTRY EARTH SCIENCE PHYSICS… |
Sequence 1110 0, PROTOTYPE YEAR 2 (OPPORTUNITIES FOR SELF EXPRESSION) - DRAMA CRAFTS POETRY WORKSHOPS WRITING NARRATIVE FICTION… |
Sequence 1120 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 113YEAR THREE (2000-2001), THE MONTESSORI FARM SCHOOL OPENS: SCHOOL ON THE LANO We opened in August of 2000, and at the… |
Sequence 152began coming up with poetry, solicited by Gaelle personally for her poem book. Here, quite by accident, emerges a genre of… |
Sequence 185for teachers in new and evolving adolescent programs that will be held at Quail Hollow Hotel and Conference Center near… |
Sequence 186Proposed Specialized Breakouts (afternoons): Math, Science, Technology ♦ John McNamara Geometry: From Pure Abstraction to… |
Sequence 6c. THE HERSHEY MONTESSORI FARM SCHOOL THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR ...... 377 by Laurie Ewert-… |
Sequence 399e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 404Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 431WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 463OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 475THE PREPARED ENVIRONMENT by Laurie Ewert-Kroeker Using Robert Havighurst's Developmental Tasks of Normal Adoles- cence… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 591cation in ways that are appropriate for the older adolescent, thus completing the vision of Maria Montessori from birth to… |
Sequence 596CONTRIBUTORS Devan Barker was a founding faculty member of The Hershey Montessori Farm School, having completed his doctoral… |
Sequence 235John McNamara: Algebra Made Montessori Larry Schaefer: Defining Upper Elementary and Adolescent Linkages David Kahn, Laurie… |
Sequence 260Linda Davis is a freelance Montessori adolescent specialist who assists Montessori schools in their adolescent program… |
Sequence 272Program Assistant: Jenny Hoglund is pursuing the AMI Training of Trainers Programme at the elementary level. She earned the… |
Sequence 274Larry Schaefer, cofounder of Lake Country School (Minneapolis, MN), holds a doctorate in history from Fordham University (NY… |
Sequence 4MORAL FORMATION, CHARACTER DEVELOPMENT, AND WORLD RECONSTRUCTION To WoRl< Is NOBLE, TO BEHOLD Is DIVINE… |
Sequence 120THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 5THE THJRD ADOLESCENT COLLOQUIUM: SELECTED PROCEEDINGS AND SUPPLEMENTAL ARTICLES THE KEY LESSONS OF THE THIRD ADOLESCENT… |
Sequence 6"THE ScHOOL WHERE THE CHILDREN LIVE" ....................................... by David Ayer and Elise Huneke… |
Sequence 8Participants at the Third Adolescent Colloquium. Row 1, left to right: Clare Boyle, Leon Dantus, George Pritchard, Audrey… |
Sequence 11REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 16a triumphal entry into social life-not entering it debilitated, isolated or humiliated but with head high, sure of himself.… |
Sequence 18cultures, but their outcomes are similar; you might say, therefore, that their outcomes are universal manifestations of the… |
Sequence 47ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 86Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 87OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 170Laurie Ewert-Kroeker 162 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 171FARM SCHOOL CULTURE AND THE V ALORIZATION OF THE PERSONALITY: How DoEs LIVING ON THE LAND CONTRIBUTE TO V ALORIZATION? by… |
Sequence 390of place as a consequence, and so that they may adapt in any surroundings. The adaptation will then manifest itself by &… |
Sequence 403weekly trips to Cuen tepee: The school is on the land. The work is daily. At Cuentepec, the students must strive for community… |
Sequence 1Volume31 Number2 Spring2O06 N·A·M·T·A J 0 u Beyond School: Montessori in Nature, the Home, Teacher Development, and… |
Sequence 5THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY-CONDUCTING THE DIALOGUE BETWEEN NATURE AND 5UPRANATURE… |
Sequence 187Laurie Ewert-Kroeker 182 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 188THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 118Here is an essential principle of education: to teach details is to bring confusion; to establish the relationship between… |
Sequence 4THE FOURTH ADOLESCENT COLLOQUIUM THE FoURn--1 Mm,.rrESSORI ADOLESCENT COLLOQUIUM: CONSOLIDATING THE WHOLE THIRD PLANE… |
Sequence 8the Montessori principles originating on the farm, the full spectrum of modified prepared environments cannot be seen for… |
Sequence 20Montessori talked of the young child as being a "spiritual em- bryo." In a sense, the adolescent is… |
Sequence 137Laurie Ewert-Kroeker 132 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 138UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 150PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 179Part of my responsibiUty, even though we extensively use technol- ogy, is to decide if a certain technology is appropriate,… |
Sequence 47suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 277.()()IOM· nJtm..cu ,o rm'S-1(~ lll\1-\\ IUOl.0(,\ ,.._'"'lfltOlOt,I 111\U\ rt(ll\0(..()1,\ 7..… |
Sequence 317INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 4WHOLE SCHOOL PERSPECTIVES: IMPLEMENTING LANGUAGE AND MATHEMATICS THE EMERGENT DISCIPLINE ORIENTATION OF MONTESSORI EDUCATION… |
Sequence 42MONTESSORI DEVEIDPMENTAL TURNING PoINIS roR AooLFSCENT LANGUAGE by Laurie Ewert-Kroeker Lnurie Ewert-Kroeker§ charts provide… |
Sequence 5EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 8A system is a set of interrelated elements that make a uni- fied whole. Individual things-like plants, people, schools,… |
Sequence 162EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 181Laurie Ewert-Kroeker 178 The NAMTA Journal • Vol. 36, No. 3 • Summer 20/ I |
Sequence 182EDUCATION AS THE PREPARATION FOR ADULT LIFE: AN OVERVIEW by Laurie Ewert-Kroeker Laurie Ewert-Kroeker portrays the syllabus… |
Sequence 190PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 1Special Issue MONTESSOR\ AUSTRALIA A National Montessori Curriculum Report Volume 37 Number 1 Winter 2012 Montessori… |
Sequence 4A NATIONAL MONTESSORI CURRICULUM REPORT SPECIAL ISSUE NAMTA PAYS TRJBUTE TO AUSTRALIA… |
Sequence 5NAMTA p AYS TRIBUTE TO AUSTRALIA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 241Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 305NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 306Laurie Ewert-Kroeker 310 The NA MTA Journal • Vol. 36, No. 3 • Summer 2011 |
Sequence 307MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 7Part III montessorI Pedagogy and PlaCe: JoInIng humanIty ......173 the adolescent: takinG on the task of humanity—… |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 191181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 5InnovatIon wIthIn MontessorI structure: the art of adolescent reforM educatIon InnovatIon wIthIn MontessorI structure: the… |
Sequence 71 Kahn • Innovation within Montessori Structure The truth of Montessori is balance, as these writers clearly state, and the… |
Sequence 126 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Laurie Ewert-Krocker |
Sequence 137 Ewert-Krocker • Scaffolding for Discovery in the Third Plane scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert… |
Sequence 159 Ewert-Krocker • Scaffolding for Discovery in the Third Plane part of that environment, but if we thought of ourselves… |
Sequence 7367 McNees • Exploring the Adolescent’s Creative Pathways processes as an interpersonal and dramatic endeavor. For example,… |
Sequence 7872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 141The Toddler and the Teenager page 140 another age of “mneme”: indelible impressions Recent research coming out of the… |
Sequence 1411 Chawla and White • Place-Based Education and Citizen Science Children, Youth and Environments – special issue on “Place-… |