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Sequence 357 McNees • Exploring the Adolescent’s Creative Pathways Now, if I may add something: TRUTH KNOWLEDGE Plato's Idea of… |
Sequence 458 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What is progress of science? Truths and beliefs mixed with imagination.… |
Sequence 559 McNees • Exploring the Adolescent’s Creative Pathways Adolescents desire to be with the still, wise, compassionate part… |
Sequence 660 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 The students in a recent Global Water Issues occupation project at… |
Sequence 761 McNees • Exploring the Adolescent’s Creative Pathways It is the creator of our story. For more information and mindfulness… |
Sequence 862 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 adaptable, caring citizen. Role fluidity is the ability to recognize… |
Sequence 963 McNees • Exploring the Adolescent’s Creative Pathways The biological social drive, the group mentality, of adolescent… |
Sequence 1064 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 tress through role. He discusses the idea that the “clash of feelings… |
Sequence 1165 McNees • Exploring the Adolescent’s Creative Pathways psychic personality ends and another begins (The Absorbent Mind).… |
Sequence 1266 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 however, exemplified in the work of Maria Montessori and calls for a… |
Sequence 1367 McNees • Exploring the Adolescent’s Creative Pathways processes as an interpersonal and dramatic endeavor. For example,… |
Sequence 1468 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 (role exploration). Choice provides individual motivation, a sense of… |
Sequence 1569 McNees • Exploring the Adolescent’s Creative Pathways When a student has created a story, he has created a role and thus… |
Sequence 1670 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 judicial aspects of history, he would enroll himself as a policeman of… |
Sequence 1771 McNees • Exploring the Adolescent’s Creative Pathways Recently, there was a young lady attending our program at Hershey… |
Sequence 1872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 1973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |
Sequence 2074 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Landy, R. J. Persona and Performance: The Meaning of Role in Drama,… |
Sequence 1PractIcal lIfe froM the second Plane to thIrd Plane: orIentatIon to hIstory and socIal organIzatIon by James Webster In… |
Sequence 278 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 practices that will bring about this coordination of parts (including,… |
Sequence 379 Webster • Practical Life from the Second Plane to Third Plane beauty to meet our needs. Each generation fulfilled the… |
Sequence 480 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 something: cautionary tales of a fallen kingdom or hubris punished. If… |
Sequence 581 Webster • Practical Life from the Second Plane to Third Plane tongue extended, mysteriously facilitating focus, an entire… |
Sequence 682 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 culture, civilization, migration, language, and all of our history. Any… |
Sequence 783 Webster • Practical Life from the Second Plane to Third Plane rebalancing, remembering from where they have come, and from… |
Sequence 884 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 community garden, or a park in need of care. We have an orchard, an old… |
Sequence 985 Webster • Practical Life from the Second Plane to Third Plane And because that is more and more common in our program… |
Sequence 1086 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Take it up. It is worth knowing. The spear. The care of the fire. The… |
Sequence 1187 Webster • Practical Life from the Second Plane to Third Plane but rather provides an opportunity for feeling and giving… |
Sequence 1288 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 their muscles, in their beating hearts, on their fingertips, that history… |
Sequence 1389 Webster • Practical Life from the Second Plane to Third Plane Sports, being physical and feeling consequential, have… |
Sequence 1490 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 And that is what practical activity does: it builds relationships.… |
Sequence 1591 Webster • Practical Life from the Second Plane to Third Plane references Barlow, T. “Americans Cook the Least, Eat the… |
Sequence 1BattlIng for the soul of educatIon: MovIng Beyond school reforM to educatIonal transforMatIon by John Abbott John Abbott is… |
Sequence 294 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 395 Abbott • Battling for the Soul of Education of numerous decisions taken in times past by policymakers as they reacted to… |
Sequence 496 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 hardly stand on their own feet, or flap their wings. Lacking the natural… |
Sequence 597 Abbott • Battling for the Soul of Education the story of the Good Samaritan, knew that, however rough the going was for… |
Sequence 698 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 admiration for unfettered markets, disdain for the public sector, the… |
Sequence 799 Abbott • Battling for the Soul of Education discovery? If so, what are the difficulties? That there are no easy answers… |
Sequence 8100 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Beyond this even, the struggle is being fought over the remains of much… |
Sequence 9101 Abbott • Battling for the Soul of Education Even when we have the whole picture nothing can be achieved without a… |
Sequence 10102 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 A Complete and Generous Education For young people to utilise their… |
Sequence 11103 Abbott • Battling for the Soul of Education our increasingly overschooled but undereducated societies, and rec- ognise… |
Sequence 12104 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Cognitive apprenticeship gives us a whole new way of looking at the… |
Sequence 13105 Abbott • Battling for the Soul of Education the space to respond to the particular interests of the class. Besides… |
Sequence 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 2108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 3109 Black and Davis • Montessori All Day, All Year that to our Montessori practice rather than applying our Montessori… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 5111 Black and Davis • Montessori All Day, All Year our perception of reality, but we hold faith in the possibility that… |
Sequence 6112 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 but rather “it ought to be a real house … a set of rooms with a garden… |
Sequence 7113 Black and Davis • Montessori All Day, All Year spaces might be created. We encourage you to sit with graph paper and… |
Sequence 8114 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In the all-day model, children arrive in the morning and enter the… |
Sequence 9115 Black and Davis • Montessori All Day, All Year tion. Systems can be put in place that allow for a natural flow from one… |
Sequence 10116 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 To maintain a schedule that is developmentally constructive for all of… |
Sequence 11117 Black and Davis • Montessori All Day, All Year It is important to note that in the example given, about half the… |
Sequence 12118 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 for those positions, and defining roles and responsibilities. In… |
Sequence 13119 Black and Davis • Montessori All Day, All Year it is important to clearly communicate both to all audiences, inter- nal… |
Sequence 14120 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 the children. There are expectations for how each member of the team… |
Sequence 15121 Black and Davis • Montessori All Day, All Year of an environment that fully supports the child’s development, we provide… |
Sequence 1Chapter three: a Child’s tale by Maryanne Wolf Maryanne Wolf’s early literacy knowledge is based on her research into deep… |
Sequence 22 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 On Turning Ten The whole idea of it makes me feel like I’m coming down… |
Sequence 33 Wolf • Chapter Three: A Child’s Tale It seems only yesterday I used to believe there was nothing under my skin but light… |
Sequence 44 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Most children in the developed world will acquire some degree of reading… |
Sequence 55 Wolf • Chapter Three: A Child’s Tale however, because the stakes are higher than ever and the Matthew Effects worse than… |
Sequence 66 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 month old means sitting and reading a story to the end, or thumbing… |
Sequence 77 Wolf • Chapter Three: A Child’s Tale dogs at such a tender moment, it is likely enough that over time the act of reading… |
Sequence 88 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 But we have actually only discussed the first reason why read- ing to one… |
Sequence 99 Wolf • Chapter Three: A Child’s Tale their four collective offspring!) The reality is that children love repeti- tion, and… |
Sequence 1010 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 children learn about language that they will not be able to learn if not… |
Sequence 1111 Wolf • Chapter Three: A Child’s Tale in spoken language. For example, humans rarely employ rhyme or alliteration when… |
Sequence 1212 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 occurring in speech (variations of the original Valley Girl speech in… |
Sequence 1313 Wolf • Chapter Three: A Child’s Tale Because adult readers so readily comprehend what is happening in these sentences,… |
Sequence 1414 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 What is less often discussed or cited are the differences in the quality… |
Sequence 1515 Wolf • Chapter Three: A Child’s Tale perspective, we do not need another study to keep proving that the vocabulary… |
Sequence 1616 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Until recently, it was thought that children can only perform this task… |
Sequence 1717 Wolf • Chapter Three: A Child’s Tale actually learn anything from environmental print? When do they begin to notice… |
Sequence 1818 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The reality is that many young children who are frequently read to seem… |
Sequence 1919 Wolf • Chapter Three: A Child’s Tale decoding, they are remembering the correct labels, which they can only do within a… |
Sequence 2020 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 the first stages of learning to read, a child must build up a visual… |
Sequence 2121 Wolf • Chapter Three: A Child’s Tale the identity of the letter between two candidates: the lower case letters p, b, and… |
Sequence 2222 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 This area has been found to be crucial for the recognition of letters… |
Sequence 2323 Wolf • Chapter Three: A Child’s Tale the more facile an individual is at this reorganization, the more likely they are to… |
Sequence 2424 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 but that was not the case. The non-literate children outperformed the… |
Sequence 2525 Wolf • Chapter Three: A Child’s Tale choice? Although it might seem that animals represent a universally easier semantic… |
Sequence 2626 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 have gone overlooked. The reality is that this simple fact of being read… |
Sequence 2727 Wolf • Chapter Three: A Child’s Tale Almost all the studies conducted have found that literate adults outperform non-… |
Sequence 2828 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 tion systems that were never there before. These authors illustrate that… |
Sequence 2929 Wolf • Chapter Three: A Child’s Tale developmental researchers have discussed this domain of play and literacy, we want… |
Sequence 3030 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 that last a lifetime: Curious George, Christopher Robin, Tigger and Poo… |
Sequence 3131 Wolf • Chapter Three: A Child’s Tale own reading brain. The surprises to be found in the development of literacy are not… |
Sequence 3232 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 145 (1991): pp. 881-884. http://www.reachoutandread. org/FileRepository/… |
Sequence 3333 Wolf • Chapter Three: A Child’s Tale 19. Monique Sénéchal, Gene Ouellette, & Donna Rodney, ‘The misunderstood… |
Sequence 3434 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 25. Stanislas Dehaene , Felipe Pegado , Lucia W. Braga , Paulo Ventura… |
Sequence 3535 Wolf • Chapter Three: A Child’s Tale 33. Walter Benjamin, Selected Writings. Volume 1 (Cambridge,MA: Harvard University… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 saying them. She understands word order before she speaks word order.… |
Sequence 339 Bettmann • Building Spoken Language in the First Plane Activities Together versus Independent Work In other areas, we… |
Sequence 440 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The Guide as Material It’s not that there is a lack of material or that… |