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Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 3• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
Sequence 2is to develop the interest of the child, and the pedagogical basis of the whole school is the developmental needs of the child… |
Sequence 11Parents were interviewed in person. Involvement directly with the school was hard to measure. Types of involvement were… |
Sequence 11teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 3able to obtain each child's individual scores on the Spring, 1988 compe- tency tests in Reading for Grades One through… |
Sequence 3develop in their children a style of learning that is active and inter- grated, not passive and fragmented. Here at Mitchell… |
Sequence 4Villegas and Biwer report that there are two major benefits associ- ated with parents' active involvement in the… |
Sequence 8that readiness is not only born but made. You make readiness. The general proposition rests on the still deeper truth that a… |
Sequence 1IMPLEMENTING MO~RI IN THE URBAN SECTOR by Sandra J. Sommer Sandra Sommer, an energeti.c school principal demonstrates what… |
Sequence 10Whole language teachers use their own creative energy tfJ initiate learning experiences. This may take the form of stimulating… |
Sequence 10her clinical experience--if he or she had one, and if it was done well. These are big ifi. The kind of literacy that we are… |
Sequence 6I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 5of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 30of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 84. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and… |
Sequence 6------------------------~ -- -- Projected Costs for Applied Research Writing Tasks: • Manual for Ethnographers Manual for… |
Sequence 19The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 9Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 177Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 8RESULTS Results from this investigation will be presented by instrument in the following order: Items promoting peace in the… |
Sequence 10very evident to observers, who would often hear students articulate their feelings in classrooms. The implications of these… |
Sequence 4The word is obviously German. Literally it would translate into English as "earth children." It is a plural… |
Sequence 1THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 9And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 5It is remarkable that, even without a clear formulation of the different planes of development, an elementary school model… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Carnillo Grazzini The first section of Mr.… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 1NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 4NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 320 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 4Erdkinder Under Construction Team of community experts including architects, farmers, landscape designers, naturalists,… |
Sequence 1/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 11• Children as young as ten or eleven being involved in rape • Ten-or eleven-year-olds taking heroin and other drugs. Another… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 4CONCLUSION 1: ADOLESCENTS MUST LIVE ON THE LAND Camillo Grazzini and Baiba Krumins G. write in an article appear- ing in this… |
Sequence 12Likewise, in The Montessori Method, she emphasizes that the "sec- ond form of preparation, that of the spirit&… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 20Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 23HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 29Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 10cent Colloquium (see the timeline of Montessori secondary programs in "The Development of a Montessori High School as… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 12If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 25tantly, education were all associated almost exclusively with the city, which grew as a cultural rather than industrial center… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 21These "noble" or "true" characteristics" have been en- capsulated as character… |
Sequence 20out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 14REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 29Despite the different interests of all these individuals, the questions that keep coming up are often very similar. Therefore… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 6We're learning more about social interaction than actual academics. The fact that Montessori and current motivation… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 3They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 3My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 1Camillo Grazzini with David Kahn, 2002 8 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 1Lena Gitter and Camillo Grazzini 26 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 1ON GEOMETRY CLASSIFIED NOMENCLATURE by Camillo Grazzini The Geometry Classified Nomenclature is a material we provide for… |
Sequence 1Camillo Grazzini, Germany, 1979 68 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 1Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 1Camillo Grazzini and Hildegard Solzbacher, mid 1980s 94 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 1Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 2CONTRASTING LAND AND WATER FORMS: THE METHOD IN PRACTICE by Camillo Grazzini INTRODUCTION In the Children's House and… |
Sequence 1Camillo Grazzini, late 1990s 154 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 1Baiba Krumins and Camillo Grazzini, 2002-2003 172 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 2MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 2MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 1STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 1BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 4BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 12STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 22MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |