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Sequence 121990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 13This principal's obser- vations are backed by re- search. A study done in the Denver Public Schools (Beal, 1987) found… |
Sequence 14Assessment (1992, p. 7), and the future of testing in America depends on issues of equity and the improvement of opportunities… |
Sequence 15Meister, G. R. (1991). Assessment in programs for disadvantaged students: Lessons from Accelerated Schools. ERIC Document… |
Sequence 1COMPARATIVE STUDY OF PEACE EDUCATION APPROACHES AND THEIR EFFECTIVENESS by Ian Harris, PhD, and Aaron Callender Teachers in… |
Sequence 2peace education curriculum, with responses in a control group of class- rooms where teachers have no training in peace… |
Sequence 3study is provided. Next, a descriptive analysis of 40 classroom obser- vations across four sites is reported. Finally, the… |
Sequence 4pictures, animals for students to take care of, maps or globes of the world, and maps of different countries. During the first… |
Sequence 5BACKGROUND OF TEACHERS AND SCHOOLS Teacher Background The two teachers who were trained in Montessori methods, A and B at… |
Sequence 6Teacher H is an African-American female. Teacher Bis a Cauca- sian male. All other participants in this study are Caucasian… |
Sequence 7The principal at Calm had comparatively minimal understanding of peace education. Staff at Calm had abandoned a peer mediation… |
Sequence 8RESULTS Results from this investigation will be presented by instrument in the following order: Items promoting peace in the… |
Sequence 9exception was in one of the Montessori classrooms, where a student, described by her teacher to have a mother addicted to… |
Sequence 10very evident to observers, who would often hear students articulate their feelings in classrooms. The implications of these… |
Sequence 11education. The higher scores at this school underscore the importance of teachers modelling peace and using a peaceful… |
Sequence 12ences in them, listen to each other better, and be both more tolerant and more compassionate. Teachers adopting these… |
Sequence 1REPORT ON ACADEMIC ACHIEVEMENT IN A PRIVATE MONTESSORI SCHOOL by Tim Duax, PhD A research study at an established private… |
Sequence 2Q) Cl Ill i: Q) ~ Q) CL E 0 z IQ C .2 1ii z 100 - 90 "' ,, ......... _ // _,,-:: 80 (… |
Sequence 3100 90 G) 80 Cl "' i: 70 G) 0 ai 60 Q. E 50 0 z iii 40 C 0 :;:; "' 30 z 20… |
Sequence 1UNIVERSALITY OF THE SPECIAL CHILD by Nimal Vaz Human beings are generally accustomed to taking survival for granted. At a… |
Sequence 2The brilliant pioneering work by the French doctors Gaspard ltard and his pupil, Edouard Seguin, set the stage for Montessori… |
Sequence 3qualities. Special or exceptional can refer to the condition of being outstanding in a certain capacity. These terms are… |
Sequence 44. results in substantial functional limitations in three or more of the following areas of major life activity: a. self-care… |
Sequence 5Chromosomal Metabolic Unknown Hormonal Infectious Psychosocial Nutritional Hypoxic Traumatic • } ~ 5 '5 ! j .. .!… |
Sequence 6This illustration of the concept by means of the developmental disabilities cube provides not only a method for analyzing the… |
Sequence 7Eighty-nine percent are mildly retarded, with IQs of 51 to 70. Six percent are moderately retarded, with IQs between 36 and 50… |
Sequence 8Early infantile autism is a syndrome that occurs quite early in life and is also related to that spectrum of illnesses termed… |
Sequence 9abled category is growing rapidly. The figure for 1985 is more than twice the approximately 800,000 children who were in this… |
Sequence 10tals, homes, schools-where children who have been rescued from dangerous environmental settings can be nurtured in safety.… |
Sequence 11--------------------------------~-~- interacting with the environment form the personality and construct the mind. Sensation… |
Sequence 12which level of learning is lacking and how best to approach the child. This is the part the teacher plays as diagnostician.… |
Sequence 13regular classrooms are deprived of the opportunity of helping them- sharing space with them, learning to nurture and to assume… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 1TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 2residence for the principals (Mr. and Mrs. Claremont), garden ameni- ties including a large field or paddock, very suitable… |
Sequence 3school. But, whatever it was, there seemed to be a concentration, an avidity, an effortless and much enjoyed pursuit of the… |
Sequence 4of organizing her training course left no time for this; hence to my great regret we were left with nothing but a "… |
Sequence 5relapsed to the more humble position of a demonstrator or assistant to the notable per- son we should have been! But… |
Sequence 6I do not profess to understand it. I only say that it happens. There is no compulsion or external pressure of any kind. There… |
Sequence 7I always walk straight out of the room directly after I have finished a lecture, especially when suggestions have been made in… |
Sequence 8the instructor is so anxious not to interfere with a creative moment that he would prefer not to see it rather than run a risk… |
Sequence 9But here again is a point of technique: I should either show the whole class together how to do this, or such of them as did… |
Sequence 10(for example, of geological strata), the collecting and grading of material for use in later teaching, or practical handling… |
Sequence 11is not in the textbooks. These may serve as useful starting points, and students once interested often read the books for… |
Sequence 12LECTURES Assimilative work, generally speaking, takes not less than three times as long as the lecture which gave rise to it… |
Sequence 13able and enjoyable is the latter that second-year students begin to look on lectures as an interruption-as an evil, no doubt… |
Sequence 14"Are you ready for more yet?" "No," with much force. "How many want a lecture?… |
Sequence 15permitted for the students to come and practice those things for themselves. To me it was as though a beginning had been made… |
Sequence 16Startled, she replies, "I don't see her at the moment. She was here not long ago." "Well,… |
Sequence 17With small children, the kind of work given matters enormously. It must correspond to the inner needs of the child, which,… |
Sequence 18example, I should discuss the Montessori method and its practical working with any student who asks me, I should not discuss… |
Sequence 1A LITERACY WORTH HAVING by Rexford Brown LITERACY IN THE BROADEST SENSE At P.S.1, literacy involves reading and writing… |
Sequence 2school or at home) into traditional categories of knowledge. When students acquire their science or history knowledge this way… |
Sequence 3• involve students in reading many different types of text from many different cultures; • stress response, interpretation,… |
Sequence 4ing blocks." This will encompass many of the writers commonly found in anthologies of American, British, and world… |
Sequence 5using knowledge-in ways and con- texts that build and strengthen them and the community. The best way to learn and practice… |
Sequence 6• a technological base that supports this kind of learning by enabling students and staff to build and share knowledge bases… |
Sequence 7proach the next project in order to build on their strengths, address weak- nesses, and tackle burning questions at a more… |
Sequence 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 2Chinese experience, a Russian experience, a Mexican experience, and so on. There is instead the universal child, the child… |
Sequence 3viewed her educational principles from the very start as anything less than a contribution to the whole planet. Accordingly,… |
Sequence 4constructive and most purposeful of sentiments: to help the child connect with "the fire of genius, the power of… |
Sequence 1MARIA MONTESSORI AND THE "GLASS HOUSE" by Alan Bonsteel, MD Dr. Bonstee/' s article not only conveys… |
Sequence 2these "deficient" children, in 1907 she took her new teaching prin- ciples to "normal"… |
Sequence 3In addition to help from her longtime assistants, Helen Parkhurst and Adelia Pyle, Montessori was accompanied by her son,… |
Sequence 4lecture extensively to wider audiences, including a combined session of the 53rd annual convention of the National Education… |
Sequence 5and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 6cation was perhaps best summarized by Anna Freud, daughter of the founder of modern psychiatry, when she wrote: In a Casadei… |
Sequence 7Hinkle, F. R. (1915, September 12). A day with Dr. Maria Montessori and her youthful charges is an eye-opener for the average… |
Sequence 1A DAY WITH DR. MARIA MONTESSORI AND HER YouTHFUL CHARGES Is AN EYE-OPENER FOR THE AVERAGE p ARENT by Frederick R. Hinkle… |
Sequence 2Therein lies, partially, the psychological piling on which the foundation of the Montessori educational system is based. It… |
Sequence 3DEMONSTRATION AT P. P. I. E. The Montessori demonstration class of 20 children ranging in ages from three to six years is… |
Sequence 4LEARNING SOCIAL ETIQUETTE "The more the child thinks it should wash its hands, the greater is the foundation laid… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 1THE ORGANIZATION OF INTELLECTUAL WORK IN SCHOOL by Maria Montessori, MD Very closely related to the seminal writings o/The… |
Sequence 2strongly as to make him delight in his work and incite in him a marked power of concentration. From simple objects which… |
Sequence 3with that which he has and asks for something else. This unknown may be some other objects or some other exercises, which… |
Sequence 4Probably we would try to have him rest by taking him into the garden and letting him play. But the teacher who knows the… |
Sequence 5because he is tired and seeks respite from strenuous labor. When we have had some pleasant exercise in the open air and then… |
Sequence 6Another example: The period for the examinations of the student teachers is at hand and the children must be used for the… |
Sequence 7quantity of water acquires a motor force which, for instance, may be utilized for the production of electricity. Any teacher… |
Sequence 8It is concentration of power which gives strength, and whatever be the means that provoke this concentration, they become a… |
Sequence 1THE MOTHER AND THE CHILD by Maria Montessori, MD This incredibly forceful article looks at the need for attention not only to… |
Sequence 2In some countries these practices are doubtless forgotten, but in some they are still in use. Who does not remember the means… |
Sequence 3then the swathing-bands and recommend great peace and comfort when he rests. The child, with his limbs free, should be left… |
Sequence 4ltisnature,itiscreation, which directs all these things. When once we are convinced of this, there is born within us the… |
Sequence 5this terrifying truth was universal. It has two factors: One undoubtedly is the characteristic weakness of the child; the… |
Sequence 6It was science which, redeeming the children, brought about trained nurse girls, cradles for all, rooms and proper clothing,… |
Sequence 7it really hygiene which helped them to increase in weight, in stature, in beauty, and also in general growth? Hygiene did not… |
Sequence 8tion-that is to say the possibility of living well-is based on rights acquired by force and incorporated into laws, what are… |
Sequence 9What distinguishes us from cannibals and pirates is the fact that the rights of the adults are recognized. Not so the child… |
Sequence 10perching ourselves on it. We would like to brush our dress, but the big brushes are so heavy that our hand cannot even grasp,… |
Sequence 11short, one has the intuitive feeling that they are perfecting their lives, as a chrysalis slowly perfects the butterfly within… |
Sequence 12of hatred of these giants, but only because of the love for an inner tendency to let our life function freely. There is… |
Sequence 13But the child loses not only a product, but himself as well, for the masterpiece which he is creating in his immortal self is… |
Sequence 1EDUCATION IN RELATION TO THE IMAGINATION OF THE LITTLE CHILD by Maria Montessori, MD Touching on the significance of… |
Sequence 2this savage state being a passing state and one which has to be overcome, education must help the child to pass through it. It… |
Sequence 3that they were being carried along by stationary chairs. They would say of such children: "They are poor and do this… |
Sequence 4works with his own brain. He must picture for himself what the teacher tells him at that particular moment. Though he is not… |
Sequence 5the mind tends to lessen the state of credulity. Wisdom, as is often said, dissipates the error of ignorance. In this void,… |