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Sequence 5MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 9POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 213INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 224Now a little bit about the challenges I have come across. I find that not having these very powerful two people, our founders… |
Sequence 126NAMTA publications, and became well-known at NAMTA confer- ences. Amy Gedgaudas, who has provided editorial and administra-… |
Sequence 128NAMTA CONFERENCES FOR THE 2000-2001 YEAR MONTESSORI' s GREAT w ORK: OUR GIFT FOR THE FUTURE CELEBRATING 30 YEARS OF… |
Sequence 4MONTESSORI'S GREAT WORK: OUR GIFT FOR THE FUTURE CELEBRATING MoNTESsoRr's GREAT WORK: OuR GrFT FOR THE FUTURE… |
Sequence 8For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 17interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 19miliar with the Montessori method will begin to see the connections immediately. After the summary, key points of intersection… |
Sequence 128PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 20If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 418cence is the discovery of a character being born. Character is an inevitable synthesis of the adolescent's previous life… |
Sequence 555Service to the Community: The Art of Living Developing and using our individuality does not preclude serving the community.… |
Sequence 599land, OH). He also teachessports,music, and mathematics at the Farm School. John McNamara is teaching principal of Ruffing… |
Sequence 4MONTESSORI SPIRITUAL: Goo, EVOLUTION, AND THE NATURAL WORLD MONTESSORI SPIRITUAL: Goo, EvoLUTION, AND THE NATURAL WORLD… |
Sequence 72THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 4MONTESSORI: SPIRITUAL JOURNEY OF THE TEACHER AND THE CIIlLD A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1… |
Sequence 56thrown out of that garden, cursed "to till the ground from whence [ they were] taken" (Genesis 3:23), the… |
Sequence 93THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 114THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 126You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 175NAMTA NEWS NORMALIZATION/FLOW STUDY PREPARES DATA FOR RELEASE NAMTA will hold its presses until October, 2003, for the last… |
Sequence 6its foundation a kind of "psychic hygiene" which helps men to grow up in a good mental health. (34) This… |
Sequence 17A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 77COMMENTARY ON Two MANUSCRIPTS BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Rita Schaefer Zener Finally someone has… |
Sequence 15will make discoveries rather more voluntarily in a gracious setting than in an ugly one. (The Child in the Family 43) And in… |
Sequence 23consistent in expectations and guidelines, and by gentle invitation so that intimacy develops through one-to-one interactions… |
Sequence 138says, "his character is changed. It is as though he had taken off a mask" (Education for a New World 121).… |
Sequence 201full of energy), socialization (regarding classmates as friends), and intrinsic motivation (enjoyment and interest) in… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 60• Substitution of the adult will, where the adult force-feeds the child, is a very undermining approach. Telling people what… |
Sequence 9NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 10Rathunde, Kevin, & Mihaly Csikszentmihalyi. "Middle School Students' Motivation and Quality of… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 23practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 255Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 161Mihaly Csikszentmihalyi 158 The NAMTA Journal • Vol. 36. No. 3 • S11111111er 201 l |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 2115 Rathunde • Creating a Context for Flow creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence… |
Sequence 2418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 3529 Sawyer • Group Flow and Group Genius grouP flow and grouP genIus by Keith Sawyer Keith Sawyer views the spontaneous… |
Sequence 3832 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What’s the magical chemistry that happens when a team impro- vises in… |
Sequence 5347 Sawyer • Group Flow and Group Genius Rudman, D. (1980). Take it to the hoop: A basketball anthology. Richmond, CA: North… |
Sequence 5448 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 20AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 143Work page 142 Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the… |
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 167Kahn • NAMTA - AMI Legacy 167 szentmihalyi, and Maria Montessori integrated an important installation for deep devel-… |
Sequence 169Kahn • NAMTA - AMI Legacy 169 become independent from the dictates of the body and learn to take charge of what happens in… |