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Sequence 1RED CLOUD INDIAN SCHOOUS MONTESSORI PROGRAM by Joseph A. Fairbanks Red Cloud Indian School is located on the Pine Ridge… |
Sequence 1EDITORIAL: AMI MONTESSORI: BACK TO THE FUTURE By David Kahn We are in the turmoil of becoming. And as one undergoes the… |
Sequence 2of beliefs, its ability to ignite the enthusiasm and commitment of teach- ers, stems from a spiritual and undiluted energy… |
Sequence 8Disadvantaged; studies done with low socioeconomic status (SES) chil- dren. These studies tended to overlap into both the… |
Sequence 91. The teacher held a recognized Montessori diploma: AMI or AMS. 2. The classroom was fully equipped in all basic areas, and… |
Sequence 35with a set solution, a product. Their purpose is process not product oriented. They are to provide a sensorial impression, not… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 5The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 8life, sensorial, mathematics, and language. He observed 42 randomly selected three-, four-, and five-year-old children in two… |
Sequence 2The whole issue of assimilation is a very critical one, it seems to me. As Kramer says, to call it Montessori is important -… |
Sequence 6Staff Development Montessorians should provide assistance to schools and districts in the effort to improve staff development… |
Sequence 1THE MONTESSORI PUBLIC SCHOOL CONSORTIUM AND THE FUTURE OF MONTESSORI RESEARCH by Mary Maher Boehnlein, Ph.D. As a result of… |
Sequence 2best conduct a collaborative project which would provide impartial involvement of both AMI and AMS. With the assistance of NAM… |
Sequence 3David Kahn, Executive Directm; NAMTA , wlw has su:pported CYUr work UJ disseminate research information UJ Montessori.ans and… |
Sequence 5Key Institutions • The following institutions are key to the development of the Montessori 2000 project. Montessori… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 13Key Institutions • The following institutions are key to the development of the Montessori 2000 project. Montessori… |
Sequence 3Proposed Schools Cincinnati Denver Prince George's St. Paul County, MO Years In Operation or Projected Fall, 1994… |
Sequence 2Wooos MIDDLE SCHOOL: A PROFILE by Elisabeth Coe, PhD School of the Woods is a Montessori school celebrating its thirtieth… |
Sequence 1F~----------------- MONTESSORI AND LEARNING DISABIUTIES by Sylvia 0. Richardson American education is currently under attack… |
Sequence 19schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 1In 1938, with the help of friends in India, she and her family managed to leave Austria before the War. She was to spend nine… |
Sequence 16In 1938, with the help of friends in India, she and her family managed to leave Austria before the War. She was to spend nine… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 9hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 7essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 8cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 2THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 1METANOIA FOR MONTESSORIANS by Gary Looper Gary Looper's response to the whole-school development process sug- gested by… |
Sequence 11METANOIA FOR MONTESSORIANS by Gary Looper Gary Looper's response to the whole-school development process sug- gested by… |
Sequence 163THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 185cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 186essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 6Preface, continued The exhibit left its impression of Montessori significance on visitors at Centennial celebrations in both… |
Sequence 178A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 3Here's another head line-this one came from the American Asso- ciation for the Advancement of Science (AAAS), whose… |
Sequence 11This is what Piaget missed, leaving so many early-childhood programs adrift in a morass of developmentally appropriate activi… |
Sequence 262009-10 Percent Deviation from Median Salary bv Diploma Held Median Full- Median Full- Median Full- Median Full- Time with… |
Sequence 32Facility Ownership Forty-seven percent of the responding schools rent their facilities while 53% own them, up from a 50-50… |
Sequence 33169 Lillard • Playful Learning and Montessori Education Extrinsic Rewards: A Test of the ‘Overjustification’ Hypothesis.”… |
Sequence 254 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 1monTessori earlY childhood educaTion in The PuBlic secTor: oPPorTuniTies and challenges by Janet Begin Janet Begin’s paper… |
Sequence 464 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 1979 Begin • Montessori Early Childhood Education in the Public Sector Staffing and Training These schools all sought well-… |
Sequence 2484 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 young children from economically diverse backgrounds and their families… |
Sequence 1Feature joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy and engagement together,… |
Sequence 3185 Andrews • Joyful Engagement Happiness Contributes to Engagement Happiness and positive emotions contribute to learning… |
Sequence 5187 Andrews • Joyful Engagement with whom, and they can do it as long as time and interest allow. However, we also have… |
Sequence 7189 Andrews • Joyful Engagement fully engaged, are fully in the moment, and experience what the psychologist Mihaly… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 11193 Andrews • Joyful Engagement foster any one of those (such as academic achievement) is to foster all of them. How do we… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 973 Urioste • Multicultural Inclusion in an Urban Setting Montessori organizations such as NAMTA, AMI, AMS, and individuals… |
Sequence 16168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 3131 Andrews • Parents as Partners model that I used successfully for most of my Montessori career. By the way, the reason I… |
Sequence 4132 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 often devalued, sometimes to the point of conflict or parents being… |
Sequence 5133 Andrews • Parents as Partners event are accepted as true. The phrase polyocular view has been used by Steve deShazer (… |
Sequence 7135 Andrews • Parents as Partners From “Either/Or” to “Both/And” Related to the shift from one truth to many truths is the… |
Sequence 9137 Andrews • Parents as Partners For example, let’s apply this idea to the family always late. First, we observe that the… |
Sequence 1The soCial RelevanCe of monTessoRi in The fiRsT plane by Sarah Werner Andrews This article represents an amazing reversal of… |
Sequence 333 Andrews • The Social Relevance of Montessori in the First Plane service providers, and the state and federal government.… |
Sequence 535 Andrews • The Social Relevance of Montessori in the First Plane First we’ll see how the National School Readiness… |
Sequence 737 Andrews • The Social Relevance of Montessori in the First Plane abilities they need to maximize their potential and live a… |
Sequence 939 Andrews • The Social Relevance of Montessori in the First Plane Montessori writes, “Movement has great importance in… |
Sequence 1141 Andrews • The Social Relevance of Montessori in the First Plane needs of the environment. His activity is directed outward… |
Sequence 1343 Andrews • The Social Relevance of Montessori in the First Plane Language Development Dr. Adele Diamond, the executive… |
Sequence 1545 Andrews • The Social Relevance of Montessori in the First Plane The structure of activity in sensorial also supports… |
Sequence 1747 Andrews • The Social Relevance of Montessori in the First Plane These characteristics of self-discipline and social-… |
Sequence 1949 Andrews • The Social Relevance of Montessori in the First Plane moved, defense mechanisms fell away, and the child… |
Sequence 2151 Andrews • The Social Relevance of Montessori in the First Plane trained today. So instead of thinking about “school… |
Sequence 2353 Andrews • The Social Relevance of Montessori in the First Plane Where does this child and her work fit into the larger… |
Sequence 2555 Andrews • The Social Relevance of Montessori in the First Plane isn’t like that!” Exploration elevates the children’s work… |
Sequence 2757 Andrews • The Social Relevance of Montessori in the First Plane actions: when they experiment, when they try something… |
Sequence 2959 Andrews • The Social Relevance of Montessori in the First Plane each of these rubrics is belief in the greatness of human… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 4156 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of greater attraction to governments and the best minds of science?… |
Sequence 1whaT are we Observing and hOw? by Linda Davis In this talk, Linda Davis discusses observation at the adolescent level. She… |
Sequence 1ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation may, even with the best… |
Sequence 1The MyTh of The “PerfecT” child by Sarah Werner Andrews Drawing on both extensive professional and deeply personal experience… |
Sequence 35 Andrews • The Myth of the “Perfect” Child Gradually all of his systems improved, but he still was being tube fed. I was… |
Sequence 57 Andrews • The Myth of the “Perfect” Child I find most Montessori teachers have very high standards. Why would we want low… |
Sequence 79 Andrews • The Myth of the “Perfect” Child In order for the child to conform to the adult’s expectations, the child is… |
Sequence 911 Andrews • The Myth of the “Perfect” Child of external control, and the beginnings of the building up of internal control… |
Sequence 1113 Andrews • The Myth of the “Perfect” Child these children too; every little thing becomes an explosion. They seem unable… |
Sequence 1315 Andrews • The Myth of the “Perfect” Child child just started taking as many cylinders as she could and putting them in… |
Sequence 1517 Andrews • The Myth of the “Perfect” Child paper airplanes. He made them for several days. He brought them outside at… |
Sequence 1719 Andrews • The Myth of the “Perfect” Child way. We can help them by understanding that they behave the way they do because… |
Sequence 1921 Andrews • The Myth of the “Perfect” Child a Montessori, Maria. (1949). The Absorbent Mind. Claude A. Claremont trans.… |
Sequence 1guiding children “back froM The edge” PreParing an environMenT To suPPorT children aT risk by Sarah Werner Andrews “The… |
Sequence 3171 Andrews • Guiding Children “Back from the Edge” Yes is a world, And in this world of yes, live, (skillfully curled)… |
Sequence 5173 Andrews • Guiding Children “Back from the Edge” Our relationships and the environment form the foundation, and have an… |
Sequence 7175 Andrews • Guiding Children “Back from the Edge” To do it well, our work requires a great deal of self-reflection and… |
Sequence 9177 Andrews • Guiding Children “Back from the Edge” Many Montessori teachers think of the prepared environment as an… |
Sequence 11179 Andrews • Guiding Children “Back from the Edge” positive social interactions (and we do, every year), it is our work to… |
Sequence 13181 Andrews • Guiding Children “Back from the Edge” help children who have difficulty sequencing long tasks or activities.… |
Sequence 15183 Andrews • Guiding Children “Back from the Edge” because many other programs begin with an adult-planned activity or pre-… |
Sequence 17185 Andrews • Guiding Children “Back from the Edge” praise, an encouraging smile, a “thumbs up,” or positive comments… |