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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 1DEVELOPING THE MATHEMATICAL MIND by Kay M. Baker Referring to contemporary developmental psychologists, Kay Baker builds a… |
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 2think of multiple talents, potentialities, or manifestations of intelli- gence than a fragmented intelligence." With… |
Sequence 1Kay M. Baker, PhD 98 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
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 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 1OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 4challenged by highly articulate and stimulating "contexts for learn- ing" implicit to the prepared… |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
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 1Kay M. Baker 42 The NAMTA Journal • Vol. 34, No. I • Winter 2009 |
Sequence 2HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 15hours spent playing with my dolls under the weeping willow tree whose branches hung to the ground making the perfect hideaway… |
Sequence 18McCarty, W. "Keys to Healing and Preventing Foundational Trauma: What Babies Are Teaching Us." Bridges-ISSS£… |
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 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 1the significance of the hand for the elementary years by Kay Baker The use of the hand is a physiological sequence. The… |
Sequence 369 Baker • The Significance of the Hand for the Elementary Years from the time of his first appearance upon the earth traces… |
Sequence 571 Baker • The Significance of the Hand for the Elementary Years of obedience, has no initiative, and seems lazy and sad” (… |
Sequence 773 Baker • The Significance of the Hand for the Elementary Years If the idea of the universe is to be presented to the child… |
Sequence 975 Baker • The Significance of the Hand for the Elementary Years passed down knowledge to us for our greater comfort and… |
Sequence 1177 Baker • The Significance of the Hand for the Elementary Years The fundamental needs of human beings are a focal point for… |
Sequence 1379 Baker • The Significance of the Hand for the Elementary Years At Home. The child at home is functioning as a member of… |
Sequence 1581 Baker • The Significance of the Hand for the Elementary Years Be Aware of and Knowledgeable of the Content of the Work… |
Sequence 1783 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 1985 Baker • The Significance of the Hand for the Elementary Years Possibility of various activities that can be done •… |
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 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 2140 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 learning and its potential for peace was shared by my classmates and… |
Sequence 10148 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 may harbor stereotypes and unaware prejudices that they don’t want their… |
Sequence 2048 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 2149 Sawyer • Group Flow and Group Genius Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass… |
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 1QuesTiOn and answer: ObservaTiOn in The eleMenTary classrOOM by Kay Baker In this article, Kay Baker sets out to answer the… |
Sequence 3269 Baker • Question and Answer: Observation in the Elementary Classroom With this background theory as a general guide to… |
Sequence 5271 Baker • Question and Answer: Observation in the Elementary Classroom These observations help the guidance of the child… |
Sequence 7273 Baker • Question and Answer: Observation in the Elementary Classroom and engenders responsibility toward others. These… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 3101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 5103 Baker • Identifying True Normality in the Elementary Child Ttl FOUR LANES OF DEVELO MEN11' H BULB I I I I… |
Sequence 7105 Baker • Identifying True Normality in the Elementary Child opmentally, a need for understanding phenomena observed in our… |
Sequence 9107 Baker • Identifying True Normality in the Elementary Child What Is the Associated Pedagogy? Looking ahead to the second… |
Sequence 11109 Baker • Identifying True Normality in the Elementary Child As further support, the child is guided to become aware • of… |
Sequence 13111 Baker • Identifying True Normality in the Elementary Child development. In effect, Montessori’s approach is through the… |
Sequence 15113 Baker • Identifying True Normality in the Elementary Child children. The response of the prepared adult in a prepared… |
Sequence 17115 Baker • Identifying True Normality in the Elementary Child How can we force the child to be interested when interest can… |
Sequence 19117 Baker • Identifying True Normality in the Elementary Child effort. The absorbent mind had been a great help to the child… |
Sequence 21119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 1HigH scHool frameworks at clark montessori by Dean Woodring Blase and Marta Donahoe Clark Montessori Junior and Senior High… |
Sequence 6the Dallas public schools to open a private school and are currently continuing to train teachers. And Terry is standing in… |
Sequence 1146 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 46 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 One of our most… |
Sequence 1THE RETURN TO SCIENTIFIC PEDAGOGY: EMBRACING OUR ROOTS AND RESPONSIBILITIES… |
Sequence 5• A recent School Board decision authorized admission of THREE YEAR OLDS beginning SEPTEMBER, 1981!!! • The majority of… |