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Sequence 1216 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 nos in 2012 was $41,718. Other minorities are also affected by these… |
Sequence 1317 Black, Linares, O’Shaughnessy • The Best for the Youngest we have established two departments: the Education Department… |
Sequence 1418 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 (traditional healers) worked with more than 100 participants, ad-… |
Sequence 1519 Black, Linares, O’Shaughnessy • The Best for the Youngest Finally, every December, Centro, Notre Dame alumni, Toys for… |
Sequence 1620 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have books and high school was not offered. When she came to the United… |
Sequence 1721 Black, Linares, O’Shaughnessy • The Best for the Youngest This holistic approach to youth development is intensive, but… |
Sequence 1822 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 We needed a Montessori guide, and we needed to clean up after the… |
Sequence 1923 Black, Linares, O’Shaughnessy • The Best for the Youngest Siembra Montessori provides conceptual tools for understanding… |
Sequence 2024 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Here is a letter a parent wrote to us: I want to take a few minutes to… |
Sequence 2125 Black, Linares, O’Shaughnessy • The Best for the Youngest PosTscriPT: macaella’s sTorY Macaella joined the Cornerstone… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 2327 Black, Linares, O’Shaughnessy • The Best for the Youngest Census Bureau. 2013. <http://www.census.gov/hhes/ www/… |
Sequence 1monTessori all daY: gracious living wiTh children BeYond The hours of a TYPical school daY by Connie Black Connie Black… |
Sequence 230 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 It is perhaps most important to remember that what we are really… |
Sequence 331 Black • Montessori All Day I would like to give you a perspective that is backed by Dr. Montessori’s writings as well as… |
Sequence 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 533 Black • Montessori All Day together! In those early environments, the guide actually lived in the hous- ing where the… |
Sequence 634 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 were in the home of their Children’s House more of their waking hours… |
Sequence 735 Black • Montessori All Day all the little objects made of various material, whether brass, silver or wood, laying and… |
Sequence 836 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 937 Black • Montessori All Day of catchy names for each session of care. Sometimes each of these was staffed by different… |
Sequence 1038 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Rather, we have set up circumstances where children are on site for long… |
Sequence 1139 Black • Montessori All Day her group a great deal of freedom yet does not want this freedom to degenerate into chaos, and… |
Sequence 1240 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 during the morning work cycle to set the tables, laying the table cloths… |
Sequence 1341 Black • Montessori All Day and time consuming to prepare each day. There are pouring vessels to be filled, sponges to… |
Sequence 1442 The NAMTA Journal • Vol. 39, No. 2 • Winter 2014 the conditions he will have all the needed protocols and tools to do so… |
Sequence 1543 Black • Montessori All Day There is also a napping room: a place for the youngest to rest and sleep if need be after… |
Sequence 1644 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children might climb and jump from. Well-developed outdoor spaces are… |
Sequence 1745 Black • Montessori All Day We have to be acutely aware of how the needs of the child in long hours of care differ from… |
Sequence 1846 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 regard to the child himself. Those simple daily activities are for the… |
Sequence 1947 Black • Montessori All Day opportunities for leadership and guidance of younger peers when they are not included. Of… |
Sequence 2048 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Does it take a different kind of adult to successfully implement an all-… |
Sequence 2149 Black • Montessori All Day or her own talents and interests. In this way, the guide daily brings into the environment the… |
Sequence 2250 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 2351 Black • Montessori All Day cal Library, 1978. Reprinted in The NAMTA Journal 21.3 (1996, Summer): 8-23. Verschuur, Mary… |
Sequence 1following The familY: an overview of The BirTh-To-six research ProjecT by Jacqueline Cossentino Jacqueline Cossentino’s… |
Sequence 254 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 355 Cossentino • Following the Family six. The core of the study entails the development of ethnographic case studies from… |
Sequence 456 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 their respective missions. Guinan refers to Montessori as “the theory of… |
Sequence 557 Cossentino • Following the Family Transformation, according to Guinan, starts with fundamentally un- derstanding the… |
Sequence 658 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 guide Charo Alarcón, “Nothing is ever the same.” Clearly these stories… |
Sequence 759 Cossentino • Following the Family experts, we hope to foster to a national community a practice that is focused on the… |
Sequence 1monTessori earlY childhood educaTion in The PuBlic secTor: oPPorTuniTies and challenges by Janet Begin Janet Begin’s paper… |
Sequence 262 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 economist James Heckman (“The productivity argument”), invest- ing in… |
Sequence 363 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 464 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 565 Begin • Montessori Early Childhood Education in the Public Sector Regulations and Oversight • : These Montessori… |
Sequence 666 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 third person because they were readily available and recommended as an… |
Sequence 767 Begin • Montessori Early Childhood Education in the Public Sector Once all interviews were completed and transcribed, I… |
Sequence 868 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Not only have these programs grown over the years but they have also… |
Sequence 969 Begin • Montessori Early Childhood Education in the Public Sector well-being. In addition, EDCS has received state… |
Sequence 1070 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 prepared to support the organization’s mission, and they especially… |
Sequence 1171 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 1272 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 ferent application processes. Participants noted that one reason they… |
Sequence 1373 Begin • Montessori Early Childhood Education in the Public Sector to integrate it” (Chief Executive Officer. Personal… |
Sequence 1474 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the following year. Concurrently, the program targets advertising to… |
Sequence 1575 Begin • Montessori Early Childhood Education in the Public Sector Alternatively, a participant from another program with a… |
Sequence 1676 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Unlike the previous organization, this program is not able to allocate a… |
Sequence 1777 Begin • Montessori Early Childhood Education in the Public Sector licensing and public funding, some participants… |
Sequence 1878 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 modifications. An example of the extra efforts required when starting a… |
Sequence 1979 Begin • Montessori Early Childhood Education in the Public Sector Staffing and Training These schools all sought well-… |
Sequence 2080 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Participants reported that they invested effort in identifying… |
Sequence 2181 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 2282 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 diverse student population. Furthermore, with proper investment and some… |
Sequence 2383 Begin • Montessori Early Childhood Education in the Public Sector organization’s public Montessori mission. This can be… |
Sequence 2484 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 young children from economically diverse backgrounds and their families… |
Sequence 2585 Begin • Montessori Early Childhood Education in the Public Sector Developing and disseminating a general guide, •… |
Sequence 2686 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Fs7cgHWzY7EHz72acVLryr2ZgoNTUuDFf&cmp=EN L-EU-NEWS2> U.S… |
Sequence 2787 Begin • Montessori Early Childhood Education in the Public Sector aPPendix a research inTerview ProTocol Early Childhood… |
Sequence 2888 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 aPPendix B general Program informaTion for ParTiciPanTs’ organizaTions… |
Sequence 2989 Begin • Montessori Early Childhood Education in the Public Sector aPPendix c sTudenT and sTaff informaTion for… |
Sequence 3090 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 aPPendix d familY services offered BY ParTiciPanTs’ organizaTions… |
Sequence 1monTessori ParTners serving all children: an ouTreach iniTiaTive of The monTessori cenTer of minnesoTa by Connie Black and… |
Sequence 294 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Courtesy of Centro Siembra limited access to such programs due to a lack… |
Sequence 395 Black and O’Shaughnessy • Montessori Partners Serving All Children Federal Reserve Bank, are quoted as saying, “Research… |
Sequence 496 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 that the successful implementation of a Montessori Children’s House will… |
Sequence 597 Black and O’Shaughnessy • Montessori Partners Serving All Children Bright Water Montessori School, a public school that… |
Sequence 698 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 literacy skills and they do their best to support their kids. But even… |
Sequence 799 Black and O’Shaughnessy • Montessori Partners Serving All Children Courtesy of Centro Siembra Dakota. She has earned a BA… |
Sequence 8100 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Courtesy of Centro Siembra a right here in St. Paul. St. Catherine has… |
Sequence 1aPPlYing monTessori TheorY To Break The cYcle of PoverTY: a unique mulTi-generaTional model of Transforming housing,… |
Sequence 2104 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Dr. Maria Montessori’s revolutionary vision of optimal educa- tion was… |
Sequence 3105 Guinan and Hansell • Applying Montessori Theory to Break the Cycle an adult education program (the Family Leadership… |
Sequence 4106 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Crossway Montessori Children’s House Crossway Montessori Children’s… |
Sequence 5107 Guinan and Hansell • Applying Montessori Theory to Break the Cycle ditionally, the center maintains a food pantry, a… |
Sequence 6108 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 carefully prepared to meet the practical as well as aesthetic needs of… |
Sequence 7109 Guinan and Hansell • Applying Montessori Theory to Break the Cycle child’s independence and to identify the child and… |
Sequence 8110 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Crossway’s emphasis is on providing the highest quality early childhood… |
Sequence 1an overview of The Bachman lake communiTY school by Tom Loew Tom Loew says that East Dallas Community Schools have been… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to us. We’ve been doing it for decades, and our mode has been to start… |
Sequence 3115 Loew • An Overview of Bachman Lake Community School our conception of a school. East Dallas Community School is our… |
Sequence 4116 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in the area. Dallas Area Interfaith used its organizing expertise and “… |
Sequence 5117 Loew • An Overview of Bachman Lake Community School as Teachers educators are assigned families base on perceived need.… |
Sequence 6118 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 web of relationships is explored: parent to child, parent to Parents as… |
Sequence 7119 Loew • An Overview of Bachman Lake Community School a class more than two days a week. We went ahead anyway, made a… |
Sequence 8120 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Bachman Lake Community School, without any primary, el- ementary, or… |
Sequence 1an overview of familY sTar monTessori school by Ginny Trierweiler Family Star Montessori School is well acquainted with “… |
Sequence 2124 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 center, The Montessori Institute, and they recruited parents from the… |
Sequence 3125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 4126 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Family Star Montessori school has seven toddler classrooms that are warm… |