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Sequence 6Another aspect of primary research was gathering photographs and historical items to use for the exhibit. Ms. Finley brought… |
Sequence 7Hannah Stokes Hester, Ms. Finley's great-aunt who once owned the property where Arbor Montessori School stands today.… |
Sequence 8Bureau, the Ku Klux Klan, Plessy v. Ferguson, Brown v. Bonrd of Ed11cn- tion, one-room schoolhouses, the desegregation of… |
Sequence 9Childhood to Adolescence 64). The opening of the exhibit at the DeKalb History Centei~ located in the old stone courthouse in… |
Sequence 10For our school, the project has provided an opportunity to heal some of the discomfort felt in the neighborhood when we bought… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 2Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 3As an example to elucidate the point, Daniel G. Groody reports in Globnlizntion, Spirituality, and fustice: Nnvignti11g the… |
Sequence 4and difficult. However, no matter how daunting this process must seem, in order to attain unification of purpose and peace in… |
Sequence 5do is keep us out of war (24). She saw education of the child as the solution; how- ever, the education that she envisioned… |
Sequence 6DEVELOPMENT OF THE INDIVIDUAL THROUGH EDUCATION A first consideration, then, in achieving this overall. awareness of a global… |
Sequence 7within the context of a prepared environment. The school commu- nity of different individuals encapsulates a small society,… |
Sequence 8develops and thrives only in a learning environment in which the children have been granted the freedom to order their own… |
Sequence 9How GROUPS WORK Another consideration in achieving this overall awareness of a global humanity is a precise understanding of… |
Sequence 10Moral Development Since moral development can arise from social relationships, education must be restructured to ensure that… |
Sequence 11able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 13OTHER COMPONENTS OF THIS New EDUCATION One might very well ask what other components in education must exist to develop… |
Sequence 14have the critical opportunity to learn firsthand how groups work and to practice what it means to be a viable member of a… |
Sequence 15laws, enabling them to examine rules for justice and permitting them to comply willingly. Leaders and Roles Emerge As the… |
Sequence 16Each aspect of this entire process contributes to the child's ability to think critically. Through discussion, debate,… |
Sequence 17STORIES OF GREAT INVENTIONS AND PEOPLE As a source of encouragement for greater work and alongside their personal projects… |
Sequence 18SOCIAL SCRVICE Through experience, contemplation, and observation, the child may eventually realize that his experiences… |
Sequence 19CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 1ADOLESCENTS' QUALITY OF ATTENTION AND AFFECT AFTER MORNING NATURE w ALKS: FINDINGS FROM A STUDY OF NATURE AND EDUCATION… |
Sequence 2What are these human inclinations and primitive relationships that are stirred by contact with nature? Why does functioning… |
Sequence 3The notion of children "suffering" from a "nature-deficit disorder" piqued the interest of… |
Sequence 4John Dewey had a similar view about our attraction to nature: I do not see any way of accounting for the multiplicity of… |
Sequence 5no description, no image in any book that is capable of replacing the sight of real trees ... in a real forest. Something… |
Sequence 6few years (i.e., more smartphones and tablet computers). I admit to being a huge fan of tech gadgets like the iPhone; but is… |
Sequence 7foundations of meaning, they lose their appeal. Nature has an im- portant role to play in shaking these foundations. THE… |
Sequence 8Psycho-evolutionary theory is another influential theory and focuses more on the physiological and affective consequences of… |
Sequence 9agnosed with ADHD concentrated better after walking in a park setting as compared to either a downtown or a residential… |
Sequence 10a unique research direction by exploring the benefits of nature walks on adolescents' attention and mood at school. The… |
Sequence 11and stress. For all these reasons, the present study has .important implications for teachers, parents, and others who are… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 13not have human-built structures along the walk (although some structures might be seen in the distance); contained dirt or… |
Sequence 14Each of the five schools had adolescent programs containing seventh, eighth, and ninth graders. In total, 172 students partici… |
Sequence 15A teacher accompanied students on the thirty-minute walks. Before the walks, the teacher read the instructions to all students… |
Sequence 16The Questionnaire (Short-Term) Measures A brief summary of the questionnaire measures used in the study is provided next.… |
Sequence 17The ESM (Long-Term) Measures Students received approximately 2,500 ESM signals across the four walking and non-walking days… |
Sequence 18Pooling the Questionnaire and ESM Measures for the Walking and Non-Walking Days All of the main analyses in the study used a… |
Sequence 19Background Measures Several items on the background questionnaire were used to check for student differences or biases that… |
Sequence 20Table 1. Summary of Preliminary Analyses to Check for Student Differences Students Assigned to Different Walking Groups •… |
Sequence 21~ble 2. Comments From Low Fascination Students About What "Grabbed Your Attention and You Would Like to Remember… |
Sequence 22The comments from the students suggest several things. First, the thirty-minute walk in the study was successful for many… |
Sequence 23Table 4. How To Interpret the Figures Presenting the Main Results of the Study STEP 1: Understanding how the means were… |
Sequence 24DIFFERENCE SCORES (WALK DAYS minus NON- WALK DAYS) FOR THE ATTENTION VARIABLES ~ High Fascination 0.5 ~ 0.25 0… |
Sequence 25statistically significant interactions and supported the hypothesis that the walks would improve the affect of the high-… |
Sequence 26How Long Did the Attention Benefits of the Nature Walk Last? One of the most interesting questions in the research literature… |
Sequence 27were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 2811 NCR EASED NUMBER CORRECT FROM BASELINE " sco,es 1 m so 62.5 75 87.5 100 ■ High Fascination Low… |
Sequence 29study. Furthermore, the positive benefits of the walk were not just a quick boost. The ESM measures were taken across the… |
Sequence 30Second, the study is the first to use both short-term and long-term, measures to look at the benefits of nature experience;… |
Sequence 31stimulate thought on how to introduce nature experiences to the classroom if areas for walking and exploring are not available… |
Sequence 32attention in the national press. There is a growing national conscious- ness about the importance of nature for children, and… |
Sequence 33restoration, and other positive motivations might be better suited to promoting ecological behavior" (603).… |
Sequence 34and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 35REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
Sequence 36Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 37Ago." January 10, 2010. Kaiser Family Fo1111dalio11. March 26, 2010 <http://www.kff.org/cntmcdia/entmedi-… |
Sequence 38Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 39to Natural and Urban Environments." Joumal of Envi- ro11111ental Psyclzology 11 (1991): 201-230. van den Berg, A.G… |
Sequence 1SCIENCE, SCIENTIFIC PEDAGOGY, AND THE IMPORTANCE OF MONTESSORI STRUCTURE by David Kahn Montessori was a scientist, but first… |
Sequence 2Lawrence Krauss, who spoke at the NAMTA Baltimore Confer- ence, T!le Science of Evol11tio11: Studies across All Disciplines,… |
Sequence 3A system is a set of interrelated elements that make a uni- fied whole. Individual things-like plants, people, schools,… |
Sequence 4to find relevance in every classroom, because every time a teacher observes how a child is connecting to her open work, every… |
Sequence 1How SCIENCE FITS INTO THE WHOLE MONTESSORI CURRICULUM by Gretchen Hall Gretclten Hall presents a universal definition of bot… |
Sequence 1C <I> (/) (/) <I> -, C C 3' 0 28 The NAMTA Journal • Vol. 36, No. I• Winter 2011 |
Sequence 2SOWING THE SEEDS OF THE SCIENCES: OUR GIFT TO THE FUTURE by Audrey Sillick Audrey Sillick's Sowing the Seeds of tl,e… |
Sequence 3When John Muir suggested that each of us is connect to everything else in the universe, his suggestion was not simply… |
Sequence 4limited by biological concepts. But we cannot ignore them either. Nature is part of our h11111a11ity, and the fact of… |
Sequence 5tion watching a tiny bug: the insect undisturbed, unchanged, and unintruded upon by the child. Only such a self-effacing… |
Sequence 6place and teacher, leaving impressions that incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 7to participate with the whole bodily self in the sights and sounds of the external world of nature. Contact with the world… |
Sequence 8provide children with an alphabet for their exploration as well as the means of concept formation. Language is the ultimate… |
Sequence 9dren. We cannot share what we do not possess. Henry Bexton in The Outermost House, wrote: Nature is part of our humanity, and… |
Sequence 1Sanford Jones 38 The NAMTA Journal • Vol. 36, No. I• Winter 201 I |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 3the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 4and to develop, as American developmental psychologist, author, and Harvard professor Howard Gardner would say, their &… |
Sequence 5There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 6naturally to me, because 1 felt it was a sign of weakness: I asked for help. 1 called the Montessori Institute. Miss… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 8cept our individual situation, taking the best and leaving the rest. Most of us bemoan the fact that the classroom experience… |
Sequence 9Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 10spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 11also need to help the children experience the fulfillment of these needs through subjective experiences-letting them explore… |
Sequence 12The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 13room, where much of the material was permanently displayed (it is a dry climate) and used by the children. There was a… |
Sequence 14tells the story of a nature walk with her children in the woods out- side her school in Wisconsin. She was at the head of the… |
Sequence 15usage at a spoken language level is direct preparation for their recognition in written language. Think of the vast… |
Sequence 16and successful adaptation to the culture by the child's own activity on the environment. The well-known phrase of the… |
Sequence 17child and the natural world. Certain urban children without means of transport have never seen a farm or farm animals. Maurice… |
Sequence 18plant. We dug it up, brought it in, and r proceeded to give the lesson, hopefully projecting the same sense of wonder and… |
Sequence 19RcrERE ccs Al Homt• 111 Nature: 810/o:,:y for the Montessori Classroom. DVD. Availabll• at www.youthoperaintl.com. Lou,,… |
Sequence 1Annabeth Jensen 58 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 2How SCIENCE AND HISTORY LEAD TO COMMUNITY SERVICE by Annabeth Jensen A nabet/1 Jensen's presentation is the proceedings… |
Sequence 3to meet the public school benchmarks, as those are met easily and early on in the Montessori classroom. No, the reason we… |
Sequence 4We teach ecology in order to bring the children to the inevitable discovery of the delicate balance of nature. By giving them… |