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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 6the point of view of his or her own discipline. The article by Donald Boles, "Religion in the schools,"… |
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 3understood better through discussions of bonding, and attachment, and so forth. And so they began to see that here was another… |
Sequence 1HAPP~ REvlSITED by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi has spmt the last 25 years pursuing an understanding of… |
Sequence 4Optimal experience is thus something that we make happen. For a child, it could be placing with trembling fingers the lase… |
Sequence 5In the beginning our data consisted of interviews and questionnaires. To achieve greater precision we developed with time 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 1APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
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 1THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 4Ratner: These are aberrations, not nature's norms. Nature, because of the intersection of causes, only works for the most… |
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 2hance the probability that engagement would occur. She expected that her legacy would include further research into the means… |
Sequence 1EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 20devising more and more precise ways of measuring the speed of light. When he was asked in his old age why he had done so, he… |
Sequence 27I feel that concentration when I work on the looms; I am there and that's it. Because if your head is somewhere else and… |
Sequence 1THE GROWTH OF COMPLEXITY: SHAPING MEANINGFUL LIVES by Mihaly Csikszentmihalyi and Reed Larson As an outgrowth of Dr.… |
Sequence 4patterns of religion from personal religious experience to its commu- nal institutionalization. This was one of the… |
Sequence 2SELF AND EVOLUTION by Mihaly Csikszentrnihalyi Current views of evolution presented at the Epic of Evolution conference… |
Sequence 1EVOLUTION OF ADOLESCENT BEHAVIOR by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi states that "growing up"… |
Sequence 3does not experience interest (e.g., Iran-Nejad & Cecil). If interest en- hances the learning process, it should be of… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
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 2MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 29The other thing we know, and this is primarily from work at the University of Chicago, is that language is irrepressible, that… |
Sequence 44hears and the language he or she is able to produce is a product of genes. These studies absolutely need to be repeated with… |
Sequence 3So the position I am standing in right now is in many ways excruciatingly awkward-not only because the idea of emphasizing… |
Sequence 21Montessori education was soon launched and later carried out by subsequent generations. This leads us to the second question… |
Sequence 3Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 2NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
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 7• Illinois' Chicago Child-Parent Centers served 1,500 children. Participants have been followed to age twenty. How did… |
Sequence 3Here's another head line-this one came from the American Asso- ciation for the Advancement of Science (AAAS), whose… |
Sequence 8By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 10Vision and the Critical Period 1n the visual. cortex, postnatal brain development has been quan- tified by Peter Hutten… |
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 1ADOLESCENTS' QUALITY OF ATTENTION AND AFFECT AFTER MORNING NATURE w ALKS: FINDINGS FROM A STUDY OF NATURE AND EDUCATION… |
Sequence 5We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 9The sixth characteristic of a Montessori lesson is that it is de- signed to elicit activity from the child. In every instance… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 1nature exPerience and education by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 33169 Lillard • Playful Learning and Montessori Education Extrinsic Rewards: A Test of the ‘Overjustification’ Hypothesis.”… |
Sequence 1into the city: near north montessori school and the uses of environment by Rick Mosher Rick Mosher’s coining of the word… |
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 9111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 1creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence by Kevin Rathunde Kevin Rathunde reflects on… |
Sequence 418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 432 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What’s the magical chemistry that happens when a team impro- vises in… |
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 1HigH scHool frameworks at clark montessori by Dean Woodring Blase and Marta Donahoe Clark Montessori Junior and Senior High… |
Sequence 284 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 liViNg By gAiA by Lynn Margulis The 2018 Cleveland conference screened… |