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Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 108. For example, Diana Baumrind, "Current Patterns of Parental Authority:' Developmental Psychology Monograph,… |
Sequence 28children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 9References Carnegie Council on Adolescent Development (1989). Tuming points: Preparing American youth for the twenty-first… |
Sequence 38texts, math was the O\ erwhclnung leader. :'\lincteen schools use at least one math text, and many ol these indicate they… |
Sequence 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 8REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 16Csikszentmihalyi, M., & I. S. Csikszentmihalyi. Optimal Experience: Studies of Flow in Consciousness. New York:… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 11connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 13defuses negative reaction and increases inclusion. lf no one does join in, the leader does the joining. He or she can say… |
Sequence 36Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 888. For example, Diana Baumrind, "Current Patterns of Parental Authority:' Developmental Psychology Monograph,… |
Sequence 42children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 139References Carnegie Council on Adolescent Development (1989). Tuming points: Preparing American youth for the twenty-first… |
Sequence 46texts, math was the O\ erwhclnung leader. :'\lincteen schools use at least one math text, and many ol these indicate they… |
Sequence 187The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 188Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 73REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 143Csikszentmihalyi, M., & I. S. Csikszentmihalyi. Optimal Experience: Studies of Flow in Consciousness. New York:… |
Sequence 41emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 173connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 112defuses negative reaction and increases inclusion. lf no one does join in, the leader does the joining. He or she can say… |