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Sequence 3was another calcium consumer and that the limestone is also a calcium accretion-in short, that the balance of nature… |
Sequence 4the Coming of Man to convey the sequence of Australopithecus, Homo habilis, Neanderthal, Cro-Magnon, etc.? Again philosophy… |
Sequence 5together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 6Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named… |
Sequence 7that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 1THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 2People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through… |
Sequence 3who spoke a language no one knew and made boxes of caroed ivory for rare medicines imported from India. 7bere was a sailmaker… |
Sequence 4The heart of the Mouseion was the Library, with its 500,000 books. Any book brought into the city by anyone became the… |
Sequence 5Within the course of endless generations of human beings and hun- dreds and hundreds of years down to our time, the great… |
Sequence 1CHARACTERISTICS OF STIJDENTS' IMAGINATIVE LivEs, AGES EIGHT TO FIFTEEN by Kieran Egan, PhD Kieran Egan's profound… |
Sequence 2ing the imaginations of students between eight and fifteen, we must descend, as it were, one step down from the… |
Sequence 3Maclntyre's observation that we are essentially a story-telling animal (1981) is accurate because we are an animal with… |
Sequence 4We can first note that the story struc- ture that engages the older group is more complex than that which appeals to younger… |
Sequence 5the most courageous or the cruellest acts, the strangest and the most bizarre natural phenomena, the most terrible or the most… |
Sequence 6irrelevant to their imaginative engagements. Rather I want to point out that the assumption that everyday experience must be a… |
Sequence 7as the years go by. The main characteristics I will note in this chapter seem to me common to both sexes, even if they… |
Sequence 8The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 9of the time. We can see in the almost infinitely reproduced cup an immense ingenuity; we can hold burning liquids in it… |
Sequence 10with content that is familiar in students' everyday experience. The argument moves through the following steps: Everyday… |
Sequence 11of things. A person familiar with awe is less likely to be a victim of surprise at the way life happens to clobber out events… |
Sequence 12The sense of awe may seem less evident, but it becomes apparent in early adolescents' not uncommon bewildered fascination… |
Sequence 13somehow transcends them. Many of the "teen-exploitation" movies, such as Ferris Beu bier's Day Off, or… |
Sequence 14ance of an explorer, the tenacity of a weed on a rock face, the sardonic wisdom of a grandparent, or the beauty of a building… |
Sequence 15and dancing that confront adult conventions and values, to outright refusal to play the adult game or at least that part of it… |
Sequence 16can mirror profound features of students' imaginative experience and provide the burgeoning revolt and idealism of the… |
Sequence 17gain the comfort of realizing that the world is not limitless, and that we can get intellectual control over some aspects of… |
Sequence 18on, is not only more directly comprehensible but is also more engaging and meaningful. Every teacher knows how the… |
Sequence 19minds. When we see the task this way, our emphasis in on meaning. And in addition, we see that a pri- mary tool necessary… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 1WHO'S TEACIDNG TIIE CHIIDREN TO TALK? by Jane M. Healy, Ph.D. Jane Healy highlights the crucial role of language in… |
Sequence 2culprit, which is now invading all levels of the socio-economic spectrum, is diminished and degraded exposure to the forms of… |
Sequence 3Language, Culture, Brain: Artifact and Architect According to many anthropologists, society, language, brain, and the human… |
Sequence 4Who Is Teaching Language to the Children? Even if the linguistic quality of television were upgraded, however, the one-way… |
Sequence 5opment guarantees the unfolding of basic "experience expectant" systems. Refinements of language, such as… |
Sequence 6"Let me call John's mother and settle this problem. "(The world can be managed by persons in authority… |
Sequence 7increasing numbers of young children spending time in day care or school settings, we must pay special attention to their need… |
Sequence 8about events and ideas, are helping their children become much better thinkers than those who focus more on the food or the… |
Sequence 9For this, the experience of stories is probably the ideal preparation .... Gradually, [stories) will lead (children) to… |
Sequence 10not the eyes-such common word parts as "fun, sun, run," or "fiddle, diddle, middle" as… |
Sequence 11parents hire caretakers with different language patterns from their own, they should not be surprised if their child's… |
Sequence 12The children spent most of !heir time in teacher-directed large- group activities, and ... most of their language behavior was… |
Sequence 13kids in the room they can't tolerate the noise level" (personal communi- cation, September, 1988). Passive… |
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 15Dumtschin,). (1988, March). Recognize language development and delay in early childhood. Young Children, p. 20. Geyer, G. (… |
Sequence 1REsHAPING EARLY CHIIDHOOD INrnRVENTION To BE A MoRE EFFECTIVE WEAPON AGAINST POVER1Y by Edward Zigler, PhD Drawing on his… |
Sequence 2Although the face of poverty has grown uglier, most of the war's weapons have been blunted or dismantled. An exception is… |
Sequence 3Quality problems have actually plagued Head Start since its hasty beginnings. In a matter of a few months, the program was… |
Sequence 4has now gone a step further and asked for more thorough plans to enhance quality and to proceed with expansion. Donna… |
Sequence 5know that the official poverty index, based on food consumption standards in the 1950s, is terribly outdated. Other federal… |
Sequence 6Many actually believed that a few weeks of Head Start would inoculate children against the ill effects of poverty for the rest… |
Sequence 7scope as Head Start, but the expected funding was never delivered. The program was allowed to continue as an experiment in… |
Sequence 8disadvantaged infants and toddlers. This opportunity poses the most promising chance we have had since 1965 for our society to… |
Sequence 9younger children. To this day, there are no national standards for the Head Start pro- grams that serve children before the… |
Sequence 10money, the Bush administration attempted to limit enrollment to a single year of a half-day program for poor four-year-olds.… |
Sequence 11and Human Services. This leaves a void in leadership for this vital component and contradicts the philosophy of a program of… |
Sequence 12operation of the program. Finally, family services coordinators will work to assure that each child's family receives the… |
Sequence 13process of public education, dovetailed services would continue from kindergarten through grade three. Each phase of the… |
Sequence 1PROGRESSIVE VISION, LEAoERSIDP, AND SYSTEM CHANGE by Robert Peterkin, EdD Jn this presentation given at the November public… |
Sequence 2But I do think that I can help us develop a dialogue about the kind of visionary leadership required in this moment in the… |
Sequence 3they are systems of excellence. The challenge before us in the nation's urban schools is to successfully educate all… |
Sequence 4Out of this effort came such innovations as Afro-centric and multicultural schools and the incorporation of models with proven… |
Sequence 5• Only 135 (2%) had a cumulative grade point average between 3.0 and 4.0. • Slightly more than 1,000 (17%) had cumulative… |
Sequence 6unafraid to take bold initiatives with new partners so that all of America's children would be part of the success story… |
Sequence 7Yet even this reform rhetoric reverses back on itself and lowers expecta- tions for some of our children. The limited vision… |
Sequence 8skills required in a world class economy, skills such as the ability to solve complex problems, analyze abstract knowledge,… |
Sequence 9humanistic manner. Although using a perhaps unfortunate set of meta- phors in his title, Jerry does posit that leaders in… |
Sequence 10------------------------------------~- 4. Political astuteness---to be aware of and master the political environment but not… |
Sequence 11leadership. Montessori teachers, parents, and students are already prepared to enter into dialogue with visionary and… |
Sequence 12international in scope. Montessori has a proven track record in over one hundred school systems. Montessori education also… |
Sequence 13rightful place in a reform agenda, perhaps a leadership role in helping others articulate their visions for schools that are… |
Sequence 14We need to examine the work of the National Urban Alliance for Effective Education, a consortium of twenty-eight school… |
Sequence 15We must have a conversation that stretches out across this nation and creates an advocacy for children that rejects all nay-… |
Sequence 1SCIENTIFIC PEDAGOGY REvlsITED by Margaret Loeffler, PhD From her perspective as coordinator of the Teachers' Research… |
Sequence 2and must be carried out by teachers in their own classrooms. Although much verbal agreement has been given to this original… |
Sequence 3The time seems to be right to suggest a new view of teachers as scientific pedagogues who study children in a classroom… |
Sequence 4and writing. Teachers have written about their experiences, anecdotaJly and informally, through diaries, logs, and narratives… |
Sequence 5a plan for carrying out a specific project in their own school or classroom during the next school year. Also, during the… |
Sequence 6A Montessori teacher who is willing to learn and change based upon his or her own ob!3etvations and careful record keeping… |
Sequence 7In assuming the role of a scientific pedagogue, one of the first problems that a teacher/researcher needs to confront is the… |
Sequence 8Idaho, who had introduced a physically handicapped child into her classroom, did a study using sociograms to show the… |
Sequence 9children with a group of non-Montessori third graders in schools in the same school system enrolling children of comparable… |
Sequence 10References Hubbard, R.S., & B.M. Power 0993). 7be art of classroom inquiry. Portsmouth, NH: Heinemann Educational… |
Sequence 1F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 2which it is based. We have also seen that a gylanic 2 or partnership society, symbolized by life-sustaining and enhancing… |
Sequence 3example is the cross. The original meaning of the crosses incised on prehistoric figurines of the Goddess and other religious… |
Sequence 4the transformation of androcratic to gylanic consciousness. An important index of this transformation is that, for the first… |
Sequence 5as "an impediment" or "a danger" (p. 87). Thus, they can perceive service to others not as… |
Sequence 6Freud's observations bear out that the androcratic psyche is indeed a mass of inner conflicts, tensions, and fears. But… |
Sequence 7Evelyn Fox Keller (1985), Carol Christ (1987), Rita Arditti (1979), and other scholars point out how, under the protective… |
Sequence 8A central motif of twentieth-century feminist literature has been the probing not only of existing power relations but also of… |
Sequence 9from "first wave," or agrarian, to "second wave," or industrial, and now to "… |
Sequence 10of resources, including our advanced technological know-how, to higher ends. A striking aspect of these projec- tions is… |
Sequence 11unpaid, or at best low paid, productive activities are systematically exploited. As the United Nations State of the World… |
Sequence 12hearts have been numbed. And yet our striving for truth, beauty, and jus~ce has never been extinguished. As we break out of… |
Sequence 13children-the growing consciousness of our linking with all other mem- bers of our species should gradually also narrow the… |
Sequence 14Since technologies of destruction would no longer consume and destroy such a vast portion of our natural and human resources,… |
Sequence 15The life-formative years of childhood will be the active concern of both women and men. Not just biological parents, but many… |
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… |