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Sequence 9variation in teacher backgrounds and interpretation of curriculum principles. Another problem is the dearth oflongitudinal… |
Sequence 21'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 2Pwn7>kin Moonshine. Tudor, Tasha. Henry Z. Walck, David McKay, New York, 1938. Scmu, 's Favo1·ite Story. Aoki,… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 2the use of video-taped observations. She also depended on the random- ness of the assignment of the children to compensate for… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 1MONTESSORI EDUCATION AND CHILDREN PLACED AT RISK OF SCHOOL FAILURE by Christopher Harris Mr. Harris' short but… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 12References Atwell, N. (ed.). (1989). Coming to know: Writing to I.earn in the intermediate grades. Ponsmouth, NH. Heinemann… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 3implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 23Hopkins, W.G. and Brown, M.C. 0984). Development of Nerve Cells and their Connections. Cambridge: Cambridge Univer- sity… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 14the teachers do not already know tJ1e answer. Even when tJ1e form of the question seems to invite a variety of answers, tJ1ere… |
Sequence 6unafraid to take bold initiatives with new partners so that all of America's children would be part of the success story… |
Sequence 4and writing. Teachers have written about their experiences, anecdotaJly and informally, through diaries, logs, and narratives… |
Sequence 16Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 17Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times… |
Sequence 1F~----------------- MONTESSORI AND LEARNING DISABIUTIES by Sylvia 0. Richardson American education is currently under attack… |
Sequence 12References Boehm, W. (1973). The actuality of the Montessori method in the light of modern preschool education. Around the… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 134fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 156References Boehm, W. (1973). The actuality of the Montessori method in the light of modern preschool education. Around the… |
Sequence 9community level where solutions need to be found for the more appro- priate management of the landscape. By beginning with… |
Sequence 8opmentof which is theimportantthing. The chapter of Frames of Mind (Gardner 1983 / 1993) that gets overlooked is the… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 17REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 34similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 58Kohn, A. (1992) No contest: The case against competition (Rev. ed.). Boston: Houghton Mifflin. Kohn, A. (1993). Punished by… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 10of the institution is the development of values, self-knowledge, harmonious relations, and a balance between the needs of the… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 15Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 12Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 19[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 19Becker, Wesley C. "Consequences of Different Kinds of Parental Discipline." Review of Child Development Re… |
Sequence 21Kohn, Alfie. No Contest: The Case Against Competition. Boston: Houghton Mifflin, 1986. Landes, William M., & Richard… |
Sequence 23Zahn-Waxler, Carolyn. "Conclusions: Lessons from the Past and a Look to the Future." Altruism and Aggression… |
Sequence 16modate this massive synapse formation, neurons must vastly expand their dendritic surfaces. As much as eighty-three percent… |
Sequence 3then be false to any man." Shakespeare, that great player with words- and what a testimony that is to the spirit and… |
Sequence 29CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 8• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 13Kaplan, M., & E. Singer. "Dogmatism and Sensory Alien- ation: An Empirical Investigation." Journal… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 8When I was considering splitting the class into two classes, I also ran into the issue of what materials would need to be… |
Sequence 22Similar efforts are underway in higher education, pioneered by an organization called Second Nature, located in Boston, which… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 11And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 110And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 26Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 16REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 8else in there that helps them process musical information, and some- thing else that can do mathematical operations, and these… |
Sequence 10Gestalt Adolescent Psychology Pavlov Nature vs. Nurture Skinner Operant Conditioning Dewey Open School Erickson Eight… |
Sequence 20Our poor earth can't keep up with the busyness of our heads any more than we can keep up with each other and that is why… |
Sequence 11the cover of two densely vegetated areas on the margins of the playground. When they were not nestled beneath birches,… |
Sequence 16What we lose in our great human exodus from the land is a rooted sense, as deep and intangible as religious faith, or why we… |
Sequence 19REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 13* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 17Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 12ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 14Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 22Now this didn't all happen in one year. This project became ongoing in this class. Each year the children new to the… |
Sequence 71Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 15REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 16"What Is a Social Entrepreneur?" Ashoka. July 29, 2005 <http://ashoka.org/social_entrepreneur>… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 161 would therefore initiate teachers into the observation of the most simple forms of living things, with all those aids which… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 17REFERENCES Barrack, A. C." A Journey of Love: The Influence of Prenatal and Perinatal Psychology on Parent-Child… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 11Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 12Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 14Rexford Brown 2 described the skj[[ set necessary for a systemic understanding of the global problems of our time: • Looking… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 20CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 4at the center of his program for the realization of that destiny. His ideas took hold, and reinvention of the Prussian… |