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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 7Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 12K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 6K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 11Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 13Key Institutions • The following institutions are key to the development of the Montessori 2000 project. Montessori… |
Sequence 1SOME THOUGHTS ABOUT THE SPIRITUAL DEVELOPMENT OF THE TEACHER by Kay Baker Kay Baker's succinct speech (presented at the… |
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 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 1Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 1OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 5our hours were changed. This time we had a dismissal time of 3:00 p.m. to ensure that our dismissal did not interfere with the… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 1Kay Baker 170 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 1THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
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 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 1THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL PERSPECTIVES by David Kahn As a proponent of the who/e-sc/100/… |
Sequence 8The importance is to go from the study key to reality outside the school walls using the discipline as the structure of the… |
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 2itself through his or her acquisition and continua- tion of culture. • Each discipline is embodied in great lessons for the… |
Sequence 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 4We've all heard the expression, "If it's worth doing, it's worth doing well." I think it was… |
Sequence 15student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 1the significance of the hand for the elementary years by Kay Baker The use of the hand is a physiological sequence. The… |
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 7203 Sackett • “The Lines That Make the Clouds” the intelligence itself, the “form of the mind” which (as Montessori stated)… |
Sequence 19215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
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 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 1256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 1HigH scHool frameworks at clark montessori by Dean Woodring Blase and Marta Donahoe Clark Montessori Junior and Senior High… |
Sequence 1Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 1Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education by Annette… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 14AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 1Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 4Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 11Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 105Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 138AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 151Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 163Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 1Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a student in the elementary course she… |
Sequence 12Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 106Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 139AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 151AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 152Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 164Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |