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Sequence 149BUILDINGS THAT NURTURE by Victor Sidy Using principles of Frank Lloyd Wright and Maria Montessori, Victor Sidy has created a… |
Sequence 150I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 151solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 157Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 160teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 175NAMTA NEWS NORMALIZATION/FLOW STUDY PREPARES DATA FOR RELEASE NAMTA will hold its presses until October, 2003, for the last… |
Sequence 176TH£ NAMTA B18LIOGRAPHY ONLINE NAMTA's eight-hw,_dred-page Montessori Bibliography and Re- search Guide will soon be… |
Sequence 177MEMORIAL MASS IN HONOR OF MARGARET E. STEPHENSON: A QUIET FAREWELL No words can measure the feelings of love and loss for… |
Sequence 180environment,a love for children and excellent communication and man- agement skills. Preschool offers high level of parent… |
Sequence 181Wheat Ridge and Golden Jefferson County Public Charter School close to Denver and themoun- tainswithawarm,invitingenviron-… |
Sequence 185Georgia Crabapple Montessori School is seeking AMJ Elementary and Pri- mary teachers for fall 2003, to estab- lish two new… |
Sequence 187Hawaii Montessori School of Maui is look- ing for an upper elementary teacher for the 2003-2004 school year. We are a… |
Sequence 188Please telephone: Lawrence Lewis At: 708-798-4600 (work) 312-819-1018 (home) Flossmoor Montessori School 740 Western… |
Sequence 189bonusoverfirstfouryears to encour- age faculty stability. Contact: Educational Director, Wendy Calise at 847-498-1105 Or… |
Sequence 191If interested, please send your re- sume to: Suzanne Damadio, Administra- tor Patuxent Montessori School 14210 Old Stage… |
Sequence 192an Extended Day Program as well as both Before and After School Pro- grams. Please contact: Maureen Quinn 168 Turnpike… |
Sequence 195ingfora DirectorofMontessoriEdu- cation. The successful candidate must have a BA/BS in education (MA/ MS preferred), hold a… |
Sequence 196Des Peres Montessori P.O. Box 31084 St. Louis, MO 63131 Montana Children's House Montessori School is now accepting… |
Sequence 199opportunities. For more information on CPS, visit our website www .charlotteprep.com. Send letter of application and re-… |
Sequence 200TheMontessoriSchoolofRaleigh www.msr.org An Equal Opportunity Employer Accredited by the American Montessori Society and… |
Sequence 202Hudson Montessori School in Hudson, Ohio is seeking a 6-9 el- ementary guide for a new classroom for the Fall of 2003. Our… |
Sequence 204Texas Montessori School Head and Teachers needed for lnfant through Primary, Before and After School Enrichment Program for… |
Sequence 206Or fax to: 512-251-0428 Tierra Vista Montessori School is actively seeking AMI certified Guides for the Primary and Elemen… |
Sequence 207elementary,} upperelementary,and 1 adolescent. Madison, the state capi- tol and home to the University of Wisconsin, noted… |
Sequence 208considered assets. The successful candidate will have demonstrated successful classroom experience and the ability to work… |
Sequence 209We seek to hire Primary Gwdes to begin in September 2003 as well as 2004 for one, two or three school- year terms. The offer… |
Sequence 212For All Your Montessori Materials ... Nienhuis Montessori has been working with Montessorians since the1920's. We… |
Sequence 5MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 7Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 8THE MARRIAGE OF FLOW AND NORMALIZATION The introduction of flow into the Montessori culture has had an invigorating effect.… |
Sequence 9measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10cal support. The perspective referred to is recent work on optimal experience (i.e., states of "flow" or… |
Sequence 11The "poor fit" between adolescents' developmental stage and the typical middle school environment, says… |
Sequence 12Rathunde's present study focused on one public Montessori ado- lescent program, three private "urban"… |
Sequence 13and "fooling." Drudgery is an outcome of too much serious- ness due to an emphasis on structure, discipline… |
Sequence 17A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 18(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 19for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 21needed more than ever, teachers are seen as more remote and imper- sona I (Feldlaufer, Midgley, & Eccles). At a time… |
Sequence 22framework for understanding why we expected Montessori students to report a more positive quality of experience in school. In… |
Sequence 23ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 24According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after… |
Sequence 25methods often separate thinking from its experiential context and result in drudgery. Consistent with the idea of creating a… |
Sequence 26Some of the first analyses in the study took a closer look at the full sample of traditional students; the results indicated… |
Sequence 27Table 1. Comparison of the Montessori and Traditional Students on Background Variables • No differences in parents'… |
Sequence 28about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 30referred to divided states that were overly playful or overly serious as "fooling" and "drudgery,… |
Sequence 31In other words, non-academic activities were outside the "mission" of the school and less influenced by… |
Sequence 32In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 33The ESM measure of salience showed a different pattern. Both the Montessori and the traditional students reported salience… |
Sequence 34ported undivided interest only 24% of the time. The primary experi- ence for the traditional students was what John Dewey… |
Sequence 35Experience in Non-Academic Work What about the times when students were doing non-academic work? The expectation was that… |
Sequence 36PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 38Berndt). When tasks are more collaborative, students also report a stronger mastery goal orientation (Nichols & Miller… |
Sequence 40detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 42p e r C e n t of t 75.0 56.3 37.5 ~ 18.8 e 0 Figure 5. Time Spent with Classmates & Friends in Academic… |
Sequence 43Figure 6. Classroom Activities in Montessori and 11-aditional Schools Passive..- Listtning Collaborative.., W&rk… |
Sequence 44Despite the different interests of all these individuals, the questions that keep coming up are often very similar. Therefore… |
Sequence 45Could the results be due to bias? In other words, were the Montessori students just trying to make their schools look better… |
Sequence 46There is one advantage that the Montessori students did possess. For most of them, the transition from the elementary grades… |
Sequence 47Education and Optimal Experience"), a theoretical article recently submitted to an academic journal (Rathunde, An… |
Sequence 48Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 49foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the… |
Sequence 50premise, namely, that the goal of such approaches is for students to have fun. However, it is important to draw a clear… |
Sequence 54Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 55Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 59NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 60mihalyi, The Social Context) concludes that Montessori students have more positive perceptions of their school environment and… |
Sequence 61experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 63We're learning more about social interaction than actual academics. The fact that Montessori and current motivation… |
Sequence 65RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 66native student feedback; and (5) more flexible instructional periods (Rathunde & Csikszentmihalyi, Middle School… |
Sequence 67Goal theory and optimal experience theory link well to Montessori pedagogy. Goal theory identifies two kinds of goals: task… |
Sequence 68engagement in group activities. At the same time that the child is refining individual skills, these skills are being used as… |
Sequence 70Lest one think that the prepared environment referred to means only the school environment, I hasten to add that the prepared… |
Sequence 72Montessori. If the independence does not come from an ability to be self-sufficient but comes from being allowed independence… |
Sequence 73the transitions of adolescence are complete, the person is able once again to present the self to the public. If these skills… |
Sequence 74REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 77COMMENTARY ON Two MANUSCRIPTS BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Rita Schaefer Zener Finally someone has… |
Sequence 78They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 79greater feeling of emotional/ psychological safety (i.e., not being put down by teachers or students). (21) I wonder if these… |
Sequence 80Neither does it surprise us to learn that Montessori students spend less time in passive listening and watching media, and… |
Sequence 81Montessori students reported higher flow experiences than tradi- tional students: "Flow is more likely to occur when… |
Sequence 83In the Social Context study, Rathunde and Csikszentmihalyi write this: A recent study found that Montessori students reported… |
Sequence 84REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 1J 0 u Camillo Grazzini: Celebrating Fifty Years of Montessori Service Special Edition |
Sequence 8CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 9• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 10My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 11that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 17Camillo, being the veritable Montessorian he is-for the above and many other reasons- will find it highly irksome to see… |
Sequence 18tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 22Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 27Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 28But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 29Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 30ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 31instruction but to give future generations a richer culture, a culture of a vast kind, far more than that which young people… |
Sequence 35developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |