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Sequence 5MONTESSORI ARCHITECTURE by James A. Dyck James Dyck's integration of architectural principles with Montessori's… |
Sequence 6In the Winter2001 issue of The NAMTAJournal, Dr. KevinRathunde writes about the prepared environment from a scientific… |
Sequence 7typically measured in terms of reading and math test scores, which we know represent a very limited aspect of learning, rooms… |
Sequence 1STREET --------7 GARDEN ---------' I I I I I I+-+ I I I I I I I I I I I I I I I I ~DRIVE… |
Sequence 2Air Quality Recently indoor air quality has become more of a concern in schools and other building types. The Environmental… |
Sequence 3Figure 3. Ursuline Montessori School, Louisville, KY life of a child at their school. Although this includes how the child… |
Sequence 4located beside or beyond. The more academic area should be beyond and/or partially around the corner from the central space so… |
Sequence 5Figure 6. Drawing, Community Montessori School, New Albany, IN 2. Objects Are Prominent A primary purpose of the interior… |
Sequence 6materials, and small-scale articulation of the building mass (see Figure3). 4. The Garden A fourth key to Montessori… |
Sequence 7Figure 9. Interior with straw bale walls, Prairie Hill Leaming Center, Roca, NE 5. Express Each Classroom Most Montessori… |
Sequence 8ing and daylighting (Figure 10) create a healthy, delightful ambiance while making the indoor spaces a living environmental… |
Sequence 9many levels (extensions), be self-correcting (flexible), and be open- ended (creative). It should teach care of and respect… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 11NAMTA NEWS NEWS FROM THE ANNUAL GENERAL MEETING OF THE ASSOCIATION MONTESSORI INTERNATIONALE AMl's general meeting,… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 1THE 2005 NAMTA MONTESSORI SCHOOL SALARY SURVEY Interpretation and analysis by David Kahn, John McNamara, and Kristin Sasaki… |
Sequence 2For infant-toddler (ages 0-3) and primary (ages 3-6) levels, salaries were divided into full day (any teacher whose work week… |
Sequence 3Newly 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Trained Exper. Exper. Exoer. <$9,000 5% 5% $9,000-$11,999 5% 4% $… |
Sequence 4Salary Ranges for Primary (3-6) Level: Tables 2 and 3 Tables 2 and 3 present the ranges of salaries reported for primary (3-6… |
Sequence 5Newly 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Trained Exoer. Exper. Exper. <$9,000 2% 1% 2% 2% $9,000-$11,… |
Sequence 6Salary Ranges for Lower Elementary (6-9) and Upper Elementary (9-12) Levels: Tables 4 and 5 In general, there is not a… |
Sequence 7Newly 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Trained Exper. Exper. Exper. $9,000-$11,999 3% $12,000-$14,999 3% $15,… |
Sequence 8Salary Ranges for Adolescent (12-15 and 15-18) Levels: Tables 6 and 7 The sample sizes for both the young adolescent or middle… |
Sequence 9Newly 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Trained Exoer. Exper. Exper. $9,000-$11,999 5% 4% $12,000-$14,999 $15,000… |
Sequence 10Salary Ranges for Administrators: Table 8 As already indicated, the survey seemed to select for more small schools, so the… |
Sequence 11Newly 1-5 Yrs. 6-10 Yrs. >10 Yrs. Ranae Trained Exoer. Exoer. Exoer. <$9,000 3% 3% $9,000-$11,999 1%… |
Sequence 12B. Percentile Rankings Percentile Rankings of Salaries: Table 9 To summarize the data in Tables 1-8 and facilitate… |
Sequence 13Median Salaries: Figure 1 Figure 1 shows the median (50th percentile) for each age level in U.S. dollars (conversion factor .… |
Sequence 14Surprisingly, in some cases median administrator salaries are actually lower than the median salaries of teachers with… |
Sequence 15Comparison of 2005 and 1997 Infant-Toddler (0-3) Starting Salaries: Table 10 The 1997 survey did not ask respondents to… |
Sequence 16Comparison of 2005 and 1997 Primary (3-6) Starting Salaries: Table 11 Again, the data include both full- and half-day salaries… |
Sequence 172005Survey ~ Newly 1997 Surve _ Ra119e _ Trained Ran e $9,000-$11,999 $9,000-$11,999 $12,000-$1(999 $12,000-$14,999 I… |
Sequence 18Comparison of 2005 and 1997 Early Adolescent (12-15) Starting Salaries: Table 14 The 1997 survey did not ask for data on 15-… |
Sequence 192005 Survey 1997 Survey l Newly - Newly Range Trained Ran e Trained <$9,000 3% <$9,000 2% - $9,000-$… |
Sequence 20D. Benefits Compensation Packages For many schools, compensation packages include other benefits in addition to salaries.… |
Sequence 21Subsidies for Professional Development: Table 18 Two hundred thirteen schools (74% of respondents) say they subsidize… |
Sequence 2250th 25th Percentile 75th A.ge Level Region Percentile (Median) Percentile Infant-Toddler Midwest $7,436 $24,960 $26… |
Sequence 23• West: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and… |
Sequence 24C. Facility Ownership Fifty percent of the responding schools rent their facilities while 50% own them. These figures are… |
Sequence 25Infant-Toddler Infant-Toddler Infant-Toddler Infant-Toddler s-10 Mos. 9-10 Mos. 11-12 Mos. 11-12 Mos. School Year… |
Sequence 26Elementary (6-9 and 9-12) and Adolescent (12-15) Tuition Ranges: Table 22 Table 22 shows tuition ranges for lower elementary… |
Sequence 27Median Annual Age Level Tuition 9-10 Month School Year Infant-Toddler 2 Day $2,250 Infant-Toddler 3 Day $3,380 Infant-… |
Sequence 28Comparison of 2005 and 1997 Median Annual Tuitions: Table 24 Table 24 compares median annual tuitions from the 2005 and 1997… |
Sequence 29Median Percent TuiUon Increase over 5 Years 61' s,r. . ,. 41' . . ! . £ 3,r. C l ?. 2ll, ,,. I 2000-… |
Sequence 30Median Percent Salary Increase over 5 Years ,. 0'1,'-----------------------------.J 2001<12 2002-03… |
Sequence 31Tuition and Salary for Two Age levels $60,000 S50,000 ~-======+-------1 $40,000 t 1 "' ! $30,000 C &… |
Sequence 32t.,> N • 2004-2005 Range 2005-2006 Range Infant-Toddler (0-3) Newly Trained $ 24,000 . S 35,999 s 25,200 . $ 37,… |
Sequence 33V. EDITORIAL CONCLUSION Montessori schools are as good as their teaching personnel. The good news is that the Montessori… |
Sequence 34alike must target the care and longevity of the Montessori teacher, which not only creates security and elicits commitment… |
Sequence 1THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |
Sequence 2prepared environment is a critical factor at every level of Montessori education, in this Colloquium, the adolescent's… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 4• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 5Prairie Crossing is a "conservation community," a housing development that is laid out with the houses… |
Sequence 6Farmer Mike and Grandmother Susan, and they took up our hopes and we theirs. Any farm, especially an organic one, is a place… |
Sequence 7playing, mucking stalls-as long as they're together. The students themselves are part of the prepared environ- ment-… |
Sequence 8a triumphal entry into social life-not entering it debilitated, isolated or humiliated but with head high, sure of himself.… |
Sequence 9In summary, the keys to valorization include a genuine experience of belonging to a community, a genuine contri- bution of an… |
Sequence 10cultures, but their outcomes are similar; you might say, therefore, that their outcomes are universal manifestations of the… |
Sequence 11accomplishment, nobility, and humanity, but we know that the high school environments our graduates are going to are… |
Sequence 12program acts as a buffer for the Children's Houses. The Children's Houses are then protected in their pedagogy and… |
Sequence 13The connection between the young adolescent and the period of Maturity ought to be at the center of our work with the… |
Sequence 14on a collective basis. The farm's profits, if any, are, for the most part, sown back into the students' next group… |
Sequence 15Aura: The learning that I received from this project is that everyone needs a guide for the different labors that there are… |
Sequence 16people. These experiences are the ones that really shape us. Perhaps right now we don't appreciate the conse- quences… |
Sequence 17university or to pass the examinations required to obtain diplomas" (124). It is here that the Colloquium turns to a… |
Sequence 18Krumins Grazzini continues to describe the revolutionary nature of integration of the disciplines, which begins in the… |
Sequence 19a sense of wonder and awe. The interest evoked can be deep, passionate, lasting, and the desire to find out more is driven… |
Sequence 20elementary children, it seems to me quite natural that specialists then become the residents for the adolescents .... What… |
Sequence 21I do have one more thing that I need to say, something that is really quite important. Montessori says that, at the beginning… |
Sequence 22mathematicians, presented a specialist's rendering of the history of math and science, designed to provide a framework… |
Sequence 23with bow drills, and researched a range of early technolo- gies such as basketry, bow and arrow, and natural dyes. Students… |
Sequence 24standing of the essentials of a discipline, and the generalist, who needs to build an overview of all the disciplines in their… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 1Baiba Krumins Grazzini 26 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 3First of all, and as far as I'm concerned I am pointing out what's very, very obvious, whenever we set up Montessori… |
Sequence 4only when we're thinking of the third plane as a plane of education (which is where Montessori is telling us what we must… |
Sequence 5Yet we also have to interpret what Montessori says in the light of all her works, of everything that we can find, of her… |
Sequence 6eighteen years" (124). This, then, is an example of where one version of the Appendices cou Id eliminate the need for… |
Sequence 7discoveries as regards work, because what creates tiredness is work- ing without interest or indeed not working. As a matter… |
Sequence 8criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 9Traditional teachers, more particularly those who have taught for many years, may find life as Montessori students very… |
Sequence 10gracious,' they will say, 'is that all there is in the Montessori method?"' (40-41) A time constraint… |
Sequence 11should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 2we consider in setting up a prepared environment for the first and second planes of development. Here are some of the aspects… |
Sequence 3A. Practical Considerations Museum of Machines Shop of Produce and/or Crafts Hotel for Parents Dorm for Resident Young… |
Sequence 4The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 5adolescent, so it naturally has to be one of the fundamental elements of an adolescent program. The second element Montessori… |
Sequence 6we all need to know to understand our time, our culture, and the nature of humanity and where it's heading. Of course… |
Sequence 7~ "' ~ ~ ~ ~ .:: ~ ~ .j::,. u, Mondav Tuesday Wednesday 9:00 Community Mtg. (M) 9:00 Community Mtg… |
Sequence 8I know this seems a little structured, but in trying to guarantee that all students have the opportunity to have all four… |
Sequence 9and biking and hiking and all of those possible ways of being active in the world with your body and exploring a healthy… |
Sequence 10REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. Trans. A.M.Joosten. Rev. ed. Oxford: Clio, 1996. 48 The… |
Sequence 1Linda Davis and students 50 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2EXTENDING THE SYLLABUS WITHOUT DISTORTION by Linda Davis Linda Davis points to the intent of the Erdkinder essays as being… |
Sequence 3and minute care as is given to the baby. ("Dr. Montessori's Third Lecture" 177) At adolescence we have… |