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Sequence 155Figure 5. Site plan at courtyard, Amarillo Montessori Academy. Figure 6. Main entry view, Amarillo Montessori Academy. The… |
Sequence 156Figure 7. Typical classroom floor plan, Amarillo Montessori Academy. The new school, when built, will be a two-story structure… |
Sequence 157Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 158. -: .. -: ---: -- t Q) -c <II ..,...,,.,.,_,,.,,. ~ ·c ~ _!',.,.,.~i Q) c 0 :E e ~ :E cri c ~ C… |
Sequence 159Mendel's famous pea experiments, explore factors affecting soil mi- crobiology, or develop techniques to maximize crop… |
Sequence 160teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 161Tlte NAMTA Journal 155 __ J |
Sequence 162156 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 163PRENATAL AND PERINATAL FOUNDATIONS OF MORAL DEVELOPMENT by Millicent Adams Dosh Drawing on research in prenatal and… |
Sequence 164Prenatal interaction with the mother is not merely passive. The baby in utero enjoys direct con- versation and will respond… |
Sequence 165comfort of a playmate and the stress of crowding. If one twin dies, which happens frequently, there is early loss and grieving… |
Sequence 166pregnancy. If unsupported, such mothers can remain less emotionally available to their infants, who need their comfort and… |
Sequence 167and engaging in a stressful but safe passage into a new and welcoming environment. Birth is the first major transition of the… |
Sequence 168hormone levels. Conversely, if the baby is separated from the mother, high stress hormone levels may remain for as long as six… |
Sequence 169baby to fall in Jove with one another (Uvnas-Moberg). Thus breastfeeding assists the baby in becoming pleasure tolerant and… |
Sequence 170and Phyllis Klaus have discovered in their observations that the baby even licks his hands and marks the breast, claiming it… |
Sequence 171is mature, and not using the baby to meet her own primary needs, the baby can develop within this necessary symbiotic… |
Sequence 172Adequate attention to this critical prenatal and perinatal period is not a guarantee against future deviation. Trauma can… |
Sequence 173connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 174Manrique, Beatriz. "Love Effaces Violence: Panel on Break- ing the Cycle of Violence." Pre-and Perinatal… |
Sequence 175NAMTA NEWS NORMALIZATION/FLOW STUDY PREPARES DATA FOR RELEASE NAMTA will hold its presses until October, 2003, for the last… |
Sequence 176TH£ NAMTA B18LIOGRAPHY ONLINE NAMTA's eight-hw,_dred-page Montessori Bibliography and Re- search Guide will soon be… |
Sequence 177MEMORIAL MASS IN HONOR OF MARGARET E. STEPHENSON: A QUIET FAREWELL No words can measure the feelings of love and loss for… |
Sequence 178CLASSIFIEDS Arizona Pleasant, flexible, reliable and experienced AMI Montessori teacher ages 2-7. Attractive salary,… |
Sequence 179a growing school that is located in the beautiful Ozark Mountains in Northwest Arkansas. We would consider sponsoring a… |
Sequence 180environment,a love for children and excellent communication and man- agement skills. Preschool offers high level of parent… |
Sequence 181Wheat Ridge and Golden Jefferson County Public Charter School close to Denver and themoun- tainswithawarm,invitingenviron-… |
Sequence 182Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. PrlmNY Course faga 3-el Janet McOOnoll. M Ed… |
Sequence 183miles long, magnificent mountains for hiking and skiing and is a half- hour from the best rock climbing in the United States… |
Sequence 184We are looking for a few great Montessori Teachers There is only one Sarasota, Florida-Beautiful Beaches-Sun- shine and… |
Sequence 185Georgia Crabapple Montessori School is seeking AMJ Elementary and Pri- mary teachers for fall 2003, to estab- lish two new… |
Sequence 186as an All Day Montessori Teacher. The Decatur campus also houses a Toddler Community, established this year. Atlanta, with… |
Sequence 187Hawaii Montessori School of Maui is look- ing for an upper elementary teacher for the 2003-2004 school year. We are a… |
Sequence 188Please telephone: Lawrence Lewis At: 708-798-4600 (work) 312-819-1018 (home) Flossmoor Montessori School 740 Western… |
Sequence 189bonusoverfirstfouryears to encour- age faculty stability. Contact: Educational Director, Wendy Calise at 847-498-1105 Or… |
Sequence 190over three or four consecutive sum- mers. Through this unique program, individuals benefit from the highest levels of… |
Sequence 191If interested, please send your re- sume to: Suzanne Damadio, Administra- tor Patuxent Montessori School 14210 Old Stage… |
Sequence 192an Extended Day Program as well as both Before and After School Pro- grams. Please contact: Maureen Quinn 168 Turnpike… |
Sequence 193Call for interview: 978-287-4000 Or fax resume and Montessori certification to: Apple Valley Montessori School Sudbury,MA… |
Sequence 194backgrounds, ranging from an in- fant-parent community to a nation- ally renowned adolescent program. The principal serves… |
Sequence 195ingfora DirectorofMontessoriEdu- cation. The successful candidate must have a BA/BS in education (MA/ MS preferred), hold a… |
Sequence 196Des Peres Montessori P.O. Box 31084 St. Louis, MO 63131 Montana Children's House Montessori School is now accepting… |
Sequence 197Hudson Country Montessori School in New Rochelle, New York is look- ing for a few great teachers and one administrator for… |
Sequence 198State Association of Independent Schools. The excellent salary reflects the directress's experience and educa- tional… |
Sequence 199opportunities. For more information on CPS, visit our website www .charlotteprep.com. Send letter of application and re-… |
Sequence 200TheMontessoriSchoolofRaleigh www.msr.org An Equal Opportunity Employer Accredited by the American Montessori Society and… |
Sequence 201Hershey Montessori School has pro- grams for Parent/Infant, Young Child Community (2), Children's House (3), Early… |
Sequence 202Hudson Montessori School in Hudson, Ohio is seeking a 6-9 el- ementary guide for a new classroom for the Fall of 2003. Our… |
Sequence 203Atlanta, GA. We are minutes away from Clemson University, beautiful Lake Hartwell, and the Blue Ridge Mountains. Charleston… |
Sequence 204Texas Montessori School Head and Teachers needed for lnfant through Primary, Before and After School Enrichment Program for… |
Sequence 205seek a candidate with the same en- thusiasm as our founding teachers who believe in the advantage for life children wiU have… |
Sequence 206Or fax to: 512-251-0428 Tierra Vista Montessori School is actively seeking AMI certified Guides for the Primary and Elemen… |
Sequence 207elementary,} upperelementary,and 1 adolescent. Madison, the state capi- tol and home to the University of Wisconsin, noted… |
Sequence 208considered assets. The successful candidate will have demonstrated successful classroom experience and the ability to work… |
Sequence 209We seek to hire Primary Gwdes to begin in September 2003 as well as 2004 for one, two or three school- year terms. The offer… |
Sequence 210School for Sale For Sale: Small, working Montes- sori preschool in Bigfork, Montana. School setting is perfect for 2½-6 year… |
Sequence 211Pc•cflc.-t.J . .HJL WoodwMing, Pouring, Polishing, w~;n9, Cooking. Cleoning Up, Go,clMing, Se-wing \. • ~ M Ol'… |
Sequence 212For All Your Montessori Materials ... Nienhuis Montessori has been working with Montessorians since the1920's. We… |
Sequence 1N·A·M·T A J 0 u Integrating Montessori Through Scientific Research |
Sequence 2WHAT ls NAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 3THENAMTAJOURNAL V oL. 28, No. 3 • SuMMER 2003 INTEGRATING MONTESSORI THROUGH SCIENTIFIC RESEARCH In affiJjatioo with the… |
Sequence 4INTEGRATING MONTESSORI THROUGH SCIENTIFIC RESEARCH MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A… |
Sequence 5MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 6its foundation a kind of "psychic hygiene" which helps men to grow up in a good mental health. (34) This… |
Sequence 7Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 8THE MARRIAGE OF FLOW AND NORMALIZATION The introduction of flow into the Montessori culture has had an invigorating effect.… |
Sequence 9measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10cal support. The perspective referred to is recent work on optimal experience (i.e., states of "flow" or… |
Sequence 11The "poor fit" between adolescents' developmental stage and the typical middle school environment, says… |
Sequence 12Rathunde's present study focused on one public Montessori ado- lescent program, three private "urban"… |
Sequence 13and "fooling." Drudgery is an outcome of too much serious- ness due to an emphasis on structure, discipline… |
Sequence 14REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 15The NAMTA Journal I I |
Sequence 16Kevin Rathunde 12 The NAMTA Journal • Vol. 28, No. 3 • Summer 2003 |
Sequence 17A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 18(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 19for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 20PART 1: COMPARING MONTESSORI AND TRADITIONAL STUDENTS' MOTIVATION AND QUALITY OF EXPERIENCE The difficulties that many… |
Sequence 21needed more than ever, teachers are seen as more remote and imper- sona I (Feldlaufer, Midgley, & Eccles). At a time… |
Sequence 22framework for understanding why we expected Montessori students to report a more positive quality of experience in school. In… |
Sequence 23ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 24According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after… |
Sequence 25methods often separate thinking from its experiential context and result in drudgery. Consistent with the idea of creating a… |
Sequence 26Some of the first analyses in the study took a closer look at the full sample of traditional students; the results indicated… |
Sequence 27Table 1. Comparison of the Montessori and Traditional Students on Background Variables • No differences in parents'… |
Sequence 28about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 29Table 2. Understanding the Measures How the composite measures were calculated l. Several individual items were added… |
Sequence 30referred to divided states that were overly playful or overly serious as "fooling" and "drudgery,… |
Sequence 31In other words, non-academic activities were outside the "mission" of the school and less influenced by… |
Sequence 32In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 33The ESM measure of salience showed a different pattern. Both the Montessori and the traditional students reported salience… |
Sequence 34ported undivided interest only 24% of the time. The primary experi- ence for the traditional students was what John Dewey… |
Sequence 35Experience in Non-Academic Work What about the times when students were doing non-academic work? The expectation was that… |
Sequence 36PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 37applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family… |
Sequence 38Berndt). When tasks are more collaborative, students also report a stronger mastery goal orientation (Nichols & Miller… |
Sequence 39Table 3. Questions on the Teacher and School Measure Students & Teachers Get Along There is School Spirit… |
Sequence 40detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 41Figure 4. Students' Perceptions ofTheir Teachers and Schools • Montessori o 1hditional 2.7 Teacher Support..… |
Sequence 42p e r C e n t of t 75.0 56.3 37.5 ~ 18.8 e 0 Figure 5. Time Spent with Classmates & Friends in Academic… |