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Sequence 4Once this essential connection (between definition and result) is estab- lished, we can view some prescriptive techniques that… |
Sequence 3in combating analphabetism in adults. lrs resmctton in some areas is also interesting. Montessori education has been forbidden… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 14Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 4Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 20Talalay, P. (Ed.). (1964). Dmgs in society. Bahimore: Johns Hopkins University Press. Taylor, J. (1865). The duty of nursing… |
Sequence 101991, p. 290) is the norm in many urban schools where fragmented, overdirective, and highly specialized schooling is thought… |
Sequence 301991, p. 290) is the norm in many urban schools where fragmented, overdirective, and highly specialized schooling is thought… |
Sequence 3viewed her educational principles from the very start as anything less than a contribution to the whole planet. Accordingly,… |
Sequence 2Maria Montessori died in 1952, but her work continues. Today there are close to five thousand private and approximately two… |
Sequence 14the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 22The other half, which I think is rather preferable, all things considered, was made of those with fathers and mothers who were… |
Sequence 2who edited Sacred Books of the East, held that the earliest' understand- ing of the divine was in the personifications of… |
Sequence 20enlarge on her comments on the study of history and the develop- ment of civilizations so that the story of the Greek polis as… |
Sequence 2"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 1THE POWER OF MONTESSORI' s POSITIVE PSYCHOLOGY IN AN EXPANDING UNIVERSE by Annette Haines A bird's-eyeviewofthe… |
Sequence 6ofMontessori's. We have no direct evidence that Vygotsky read Montessori,butwedo know that a Montessori class was… |
Sequence 21ofMontessori's. We have no direct evidence that Vygotsky read Montessori,butwedo know that a Montessori class was… |
Sequence 1LANGUAGE AND THE DEVELOPING BRAIN by Lise Eliot Acknowledging the universal nature of language as a unique part of human… |
Sequence 1LITERARY APPROACHES FOR THE CHILD UNDER Six by Ginni Sackett This article blends the psychology of the first plane of… |
Sequence 2EVOLVING LANGUAGE: FROM CHILD TO HUMAN SPECIES by Derek Bickerton Derek Bickerton 's scientific linguistics presents… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 1PROCESS WRITING: FINDING FLOW IN ADOLESCENT SELF-EXPRESSION by Kim Kinzer-Brackbill Process writing has been a mainstay for… |
Sequence 15TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long In the evolution of the urban Montessori adolescent programs, the… |
Sequence 7moment you saw him. He stands out; he looks a farmer. He dresses differently. He's hard and strong and full of purpose.… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 7species, all of these things are affecting them. They are important to the children. And we also say to the children when we… |
Sequence 2TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 2THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 20the third world, which replicates on a global scale what used to be the struggle within society in the nineteenth century. We… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 1MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 20THE ADULT MONTESSORI SCHOOL COMMUNITY: FINDING THE BALANCE by Mary Raudonis-Loew Mary Raudonis-Loew conve1;s her excitement… |
Sequence 12CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 2SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 10In the second unit, we expanded our scope to consider the ecology of the school grounds, as well as developing some ecological… |
Sequence 1"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 11If history is the "remembered and documented past," then what is simply unknown in this type of approach is… |
Sequence 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 4Million Firearms 6--------------------- 5 4 3 2 1 Source: Amfire 1940 1950 1960 1970 1980 1990 2000 Figure 2. U.S.… |
Sequence 162Exploring Language, continued The alphabet in direct connection with spoken language-that is the way to achieve the art of… |
Sequence 44rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 73Tolstoy, Leo. A111rn Knre11111n. l'W York: Viking Penguin, 2000. Viii on, rran~ois. Th!' Poems of Mn,ta Frn11rois… |
Sequence 2THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 6is the culture they construct? How does a society begin? How are societies different, yet the same? The formative questions… |
Sequence 2THE PSYCHO-MOTOR AND SENSORIAL ROOTS OF THE DISCIPLINES FROM BIRTH TO Six by M. Shannon Helfrich Emphasizing that the start… |
Sequence 2ELEMENTARY STORYTELLING: THE ULTIMATE INTERDISCIPLINARY APPROACH by Elise Huneke Stone Elise H1111eke Sto11e's lively… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 8the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 14A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 11substituting the view that the world is the collective home to all of us, pointing to similarities, and recognizing the global… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 1STORY AND SELF-CONSTRUCTION by Elise Huneke-Stone Elise Hu11eke-Stone's definition of story and its f111Zctions arises… |
Sequence 2Here'smyhouse,analmost-hundred-year-oldbungalowinPortland, Oregon. I don't live in my house in Portland right now.… |
Sequence 3in. I started a quest to better understand storytelling, particularly the storytelling that we do about ourselves. My heart-… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 8One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 28And here's another zumpkin. There's a similar understand- ing of the importance of words to process emotion at work… |
Sequence 30These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 3mammals tend to rely on genetic instructions for how to behave or what to do. But for humans, we have to learn how to become… |
Sequence 289Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 1Feature joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy and engagement together,… |
Sequence 1a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires the reader to consider how a truly inclusive… |
Sequence 1coMMunicaTing WiTh The faMily for The chilD’s BesT chance for success by Joachim Dattke Joachim Dattke describes a holistic… |
Sequence 1Children Who Make artiCulation errors: a Guide’s resourCe for developinG speeCh sounds in a Montessori environMent by Pam… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt looks at grace and courtesy from the 3-6 classroom… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 1hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a succinct summary of the implicit and… |
Sequence 1Grace and courteSy: emPowerinG children, liBeratinG adultS by Ginni Sackett Ginni Sackett delves into the many implications… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 2130 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 A fellow Montessori teacher once said that if there were ever a job… |
Sequence 33 Lawrence • The Revelation of the Universal Child of their place in the universe, of the sheer scale and diver- sity and… |
Sequence 1The soCial RelevanCe of monTessoRi in The fiRsT plane by Sarah Werner Andrews This article represents an amazing reversal of… |
Sequence 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 1biodiversiTy And peAce: where Technology And MonTessori coMe TogeTher in The children’s eTernAl rAinForesT, cosTA ricA by… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 1Technology, TogeTherness, And AdolescenTs: creATing A MeAningFul AdolescenT leArning coMMuniTy in The digiTAl Age by Ben… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 1nAvigATing The world oF Technology wiTh kids in The hoMe, in The school by Bill Rupp Bill Rupp offers practical wisdom from… |
Sequence 24300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 3AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 1The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was presented at the NAMTA conference titled… |