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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 5and laboratories and extraordina1·y amounts of money-research activ- ity that has no foreseeable encl. Moreover, our so-called… |
Sequence 17That deity, of course, is none other than Mother Nature, whose domain, the universe, is intended for the happiness of its… |
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 1MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 7Nature has a vested interest in the traditional or monogamous family: the reproductive mode of her highest creature, man.… |
Sequence 8some other factors, and taken alroged1er, mey may seem like some wrathful deity is exacting revenge for our decade-long orgy… |
Sequence 9These differences set the female apart to be the primary caretaker of the newborn. Since nature fashioned the mammalian… |
Sequence 18If the ecologic era bears any message it is this: When nature is treated well she reciprocates. A persuasive case can be… |
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 9The Montessori essays include "Psycho- grammar," "Language-a Cooperative Art," and… |
Sequence 8The Conscious Worker The nature of the work of development changes during the second sub-plane of infancy, during the years… |
Sequence 10what this child can explore, if the op- portunities are there and the condi- tions are favorable. The child's powers… |
Sequence 16Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
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 14To traverse This grove My companion Carries an axe A mercy jest Guillotine And end That saplings Life Are we also… |
Sequence 2prays for his mother and father. At this age, his soul has contact with everything, the environment, his parents, things and… |
Sequence 5model recognizes the development toward goals, toward harmony and beauty. Such a model must sassume a guiding intelligence.… |
Sequence 23Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 9The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 11The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 17and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 31"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 199"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 213and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 219The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 221The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 2As a Montessorian, I would say that the reciprocity between love of the adult for the child, and child for adult, and their… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 4ence, learning styles, psychomotor skills, and personality traits. The dense diversity of life in natural settings offers a… |
Sequence 24Moore, R. (1996). "Outdoor Settings for Playing and Learn- ing: Designing School Grounds to Meet the Whole Child and… |
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 14the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 15In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 3Here's another head line-this one came from the American Asso- ciation for the Advancement of Science (AAAS), whose… |
Sequence 13Nature Center at Shaker Lakes, Native American ways of living in the Shaker Parklands, Gorge Metropark, and Lake Erie Nature… |
Sequence 18Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 11significant improvement for all motor test items except flexibility. Notably, the experimental group showed marked improvement… |
Sequence 18integrate the arts (in children's eyes). Therapeutic gardens offer innumerable opportunities for in- tegration 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 10spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 323 Montessori • Nature in Education and from the enervating example of those who walk about him silent, indifferent, and… |
Sequence 323 Montessori • Nature in Education and from the enervating example of those who walk about him silent, indifferent, and… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 6104 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 ter their natural environment, grow both outward by exploration and… |
Sequence 15233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 1nature exPerience and education by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 2274 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 beyond Monocultures From Chipko, I learned about biodiversity and… |
Sequence 33169 Lillard • Playful Learning and Montessori Education Extrinsic Rewards: A Test of the ‘Overjustification’ Hypothesis.”… |
Sequence 1555 Chawla • The Natural World as Prepared Environment inhabited by 1,000 people, 780 live in low-income areas and 390 are… |
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 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… |