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Displaying results 1 - 18 of 18

NAMTA Journal 22/2 14 The Growth of Complexity: Shaping Meaningful Lives

Sequence 10
also has been often documented (for example, Looft, 1971; Conger, 1977; Costanzo, 1970; Berndt, 1979). Teens still feel angry…
Sequence 18
At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had…

NAMTA Journal 28/3 02 A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social…

Sequence 21
PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The…
Sequence 22
applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family…
Sequence 23
Berndt). When tasks are more collaborative, students also report a stronger mastery goal orientation (Nichols & Miller…
Sequence 34
foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the…
Sequence 36
REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational…
Sequence 38
Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom…
Sequence 41
Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement…

The NAMTA Journal, Volume 22, Number 2, 1997, Spring

Sequence 191
also has been often documented (for example, Looft, 1971; Conger, 1977; Costanzo, 1970; Berndt, 1979). Teens still feel angry…
Sequence 199
At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had…

The NAMTA Journal, Volume 28, Number 3, 2003, Summer

Sequence 36
PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The…
Sequence 37
applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family…
Sequence 38
Berndt). When tasks are more collaborative, students also report a stronger mastery goal orientation (Nichols & Miller…
Sequence 49
foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the…
Sequence 51
REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational…
Sequence 53
Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom…
Sequence 56
Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement…

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