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Sequence 973 Urioste • Multicultural Inclusion in an Urban Setting Montessori organizations such as NAMTA, AMI, AMS, and individuals… |
Sequence 1MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by Timothy J. Stapleton Timothy Stapleton describes the use of multi-… |
Sequence 16168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt looks at grace and courtesy from the 3-6 classroom… |
Sequence 1060 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 the little community If we look at all of this social guidance we are… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 18100 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Grazzini, Camillo. “Characteristics of the Child in the Elementary… |
Sequence 1Grace and courteSy: emPowerinG children, liBeratinG adultS by Ginni Sackett Ginni Sackett delves into the many implications… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 1The RevelaTion of The UniveRsal Child by Lynne Lawrence Lynne Lawrence puts forward the solemn belief that each child is… |
Sequence 1111 Lawrence • The Revelation of the Universal Child spoken and written language (which is vitally important to build- ing… |
Sequence 1212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 1313 Lawrence • The Revelation of the Universal Child in 1956 and previously titled “Tendencies of Man.” Amsterdam: AMI, 2003… |
Sequence 1The soCial RelevanCe of monTessoRi in The fiRsT plane by Sarah Werner Andrews This article represents an amazing reversal of… |
Sequence 3060 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Brown, John Seely & Thomas, Douglas. A New Culture of Learning:… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 1BiRTh To six: a foUndaTion foR all ThaT Comes laTeR by Judith Orion Judi Orion, a Montessori expert on the birth-to-six… |
Sequence 1072 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 need to understand that what they would ideally like is one-to-one care… |
Sequence 1274 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 independent. This is a passing phase. They will see the other children… |
Sequence 1UndeRsTandinG The yoUnGesT ChildRen: hoW To BUild a deep aWaReness of The ToddleR WiTh paRenTs and CaReGiveRs by Nichole… |
Sequence 1The monTessoRi ClassRoom: a foUndaTion foR GloBal CiTizenship by Gerard Leonard Gerard Leonard maps the child’s increasingly… |
Sequence 19109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 20110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 1The soCial RooTs of a GloBal CommUniTy by Polli Soholt Polli Soholt points to normalization in the first plane as leading to… |
Sequence 2114 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 with academic information. Dr. Montessori envisioned a different kind of… |
Sequence 12124 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it becomes clear that this element alone eliminates many obstacles to… |
Sequence 1pRomoTinG WoRld CiTizenship: a CRUCial aRea of sTUdy by Barbara L. Hacker This article probes the vicissitudes of racism and… |
Sequence 1CosmiC edUCaTion: The Child’s disCoveRy of a GloBal vision and a CosmiC Task by Susan Mayclin Stephenson Susan Mayclin… |
Sequence 3153 Stephenson • Cosmic Education to infancy program in Rome in 1947, parents have been guided in preparing an environment… |
Sequence 10160 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 distress together with a desire to alleviate it) begins long before the… |
Sequence 6170 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 man being he is. This kind of diversity gives us hard, hard work that is… |
Sequence 9173 Ford • Profile of a Growing Urban School: The Lumin Experience If you know of someone who would be excited about working… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 1scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert-Krocker Laurie Ewert-Krocker emphasizes the teacher’s role in… |
Sequence 1creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence by Kevin Rathunde Kevin Rathunde reflects on… |
Sequence 1240 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 software developer described how his manager destroyed group flow: “We… |
Sequence 1exPlorIng the adolescent’s creatIve Pathways: MIndfulness, role fluIdIty, story, and the draMatIc currIculuM by David McNees… |
Sequence 1PractIcal lIfe froM the second Plane to thIrd Plane: orIentatIon to hIstory and socIal organIzatIon by James Webster In… |
Sequence 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 1Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights the power of storytelling in… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 1helping the Child in the Conquest of the Written language by A. M. Joosten A. M. Joosten writes from his deep and long… |
Sequence 1the hungry mind: from the first to the seCond plane of deVelopment by Baiba Krumins Grazzini Baiba Krumins Grazzini has… |
Sequence 12102 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 do not want complacent pupils, but eager ones; we seek to sow life in… |
Sequence 13103 Krumins Grazzini • The Hungry Mind ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989. Montessori, Mario. “… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 1620 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 reFerences Menand, Louis. “The Metaphysical Club: A Story of Ideas in… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 931 Sackett • The Scientist in the Casa that was my choice as a teacher in the Casa (even though science activities were… |
Sequence 1335 Sackett • The Scientist in the Casa And finally, this quote emphasizes the vital importance of culti- vating the mind… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 2561 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 1779 Norris • Biodiversity and Peace Eisenberger, M. & Norris, J. Biodiversity and Peace: An Inquiry-Based Rainforest… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 1Technology, TogeTherness, And AdolescenTs: creATing A MeAningFul AdolescenT leArning coMMuniTy in The digiTAl Age by Ben… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 3155 Powell • Montessori Practices: Options for a Digital Age Especially while in India, Dr. Montessori was fascinated by 16mm… |
Sequence 4156 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of greater attraction to governments and the best minds of science?… |
Sequence 5157 Powell • Montessori Practices: Options for a Digital Age exchange information in global learning communities.”5 Apart… |
Sequence 1inTerview wiTh hilla PaTell On The hisTOry Of The ObservaTiOn by Molly O’Shaughnessy and Hilla Patell In this interview… |
Sequence 345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 3187 O’Shaughnessy • The Observation Scientist teresting to the children and which activities cause a “polarization of… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 1ObservaTiOn: a PracTice ThaT MusT be PracTiced by Karey M. Lontz Karey Lontz’s article on learning how to “dominate by… |
Sequence 31131 Lontz • Observation: A Practice That Must Be Practiced ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989.… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 34166 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 tified more accurately. This method reduces the time required for… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 1The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we cannot imagine. This is our hope.” In… |
Sequence 1ObservaTiOns by A. M. Joosten Joosten begins his article by telling us that love and knowledge together are the foundation… |
Sequence 1errOrs and Their cOrrecTiOns by A. M. Joosten “Our primary concern is not that the child learns to do something without… |
Sequence 1ObservaTiOn by Hilla Patell In order to achieve the goal of observation, preparation of the adult, the observer, is… |
Sequence 1ObservaTiOn by Shannon Helfrich Helfrich addresses two perspectives from which to think about observation in the classroom:… |
Sequence 1QuesTiOn and answer: ObservaTiOn in The eleMenTary classrOOM by Kay Baker In this article, Kay Baker sets out to answer the… |
Sequence 1The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT Observer ParT i by Mary Caroline Parker In… |
Sequence 6282 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Perhaps the most profound and moving definition of this new state of… |
Sequence 13289 Parker • The Essential Is Invisible to the Eye with other parents was the final ingredient needed to complete the… |
Sequence 1The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT Observer by Mary Caroline Parker ParT ii The question of… |
Sequence 1The MyTh of The “PerfecT” child by Sarah Werner Andrews Drawing on both extensive professional and deeply personal experience… |
Sequence 1sTraTegies To suPPorT concenTraTion by Annette Haines Annette Haines provides a comprehensive overview of concentration… |
Sequence 1Theory inTo PracTice: advancing norMalizaTion for The child under Three by Alyssa Conklin-Moore Alyssa Conklin-Moore… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 1creaTive engageMenT: handWork as folloW-uP Work by Ellen Lebitz “To a great extent, we all must “do” in order to learn.”… |
Sequence 1guiding children “back froM The edge” PreParing an environMenT To suPPorT children aT risk by Sarah Werner Andrews “The… |
Sequence 1suPPorTing eleMenTary children in crisis by Liesl Heide Taylor “Just as every child is human, every child, no matter the… |
Sequence 18210 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the AMI Refresher Course last year. Those of us working with children in… |
Sequence 38230 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 specialized licensed special education teachers to English language… |
Sequence 44236 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 seeking The suPPorT of oTher exPerTs The entire community has benefited… |
Sequence 1WhaT’s going on WiTh This child? child sTudy for The 21sT cenTury by Allison Jones and Jacqueline Cossentino Allison Jones… |
Sequence 1How tHe matHematical minD of tHe aDolescent DeveloPs from early aDolescence to late aDolescence by Michael Waski “It is… |
Sequence 1from cosmic eDucation to civic resPonsibility by Judith Cunningham Bookending her article with questions for the Montessori… |