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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 18SUGGESTED BIBLIOGRAPHY Plants: Activities with leaves and seeds. Florian, Douglas. Discovering Trees. New York: Charles… |
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 3example, discusses the propensity of the four year old to view a picture as a static picture. The child cannot make inferences… |
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 10express over two thousand years later in The Art of Teaching: You must think, not what you know, but what they do not know;… |
Sequence 6David (age 5, drawing No. 1) the day before he left the hospital, with a nasal tube still in place, draws a picture for the… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
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 4What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
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 13References Brown, Rexford. (1989a). 'Testing and thoughtfulness." Education Leader- ship, 46 (7), 31-33. Brown… |
Sequence 6I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
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 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 9References Carnegie Council on Adolescent Development (1989). Tuming points: Preparing American youth for the twenty-first… |
Sequence 13the circle of misbehavior and punishment. Soon 1he parents complain that their child has been much more naughty since he… |
Sequence 8The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
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 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 26I looked into their warm eyes, the amount of emotions was astonishing, but more than love or sorrow or hunger I saw greed. I… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
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 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 11is necessary to consider not only the active occupations but the need for solitude and quiet, which are essential for the… |
Sequence 12ongoing relationship between humans and the land, told in relation to our own unfolding story on the farm, could be a… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 12Likewise, in The Montessori Method, she emphasizes that the "sec- ond form of preparation, that of the spirit&… |
Sequence 6Here is a Universe Story written by eleven-year-old David: It all started when I was naught but sixteen-googolplex years old… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 2THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 20Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 29Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 174Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 183something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 187Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 191THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 10we want to cultivate, that we want to understand better so that we can implement them better. Of course, my own contribution… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 4long endure. We are met on a great battlefield of that war .... We here highly resolve that these dead shall not have died… |
Sequence 7• "The thing I most enjoy about our workshop groups is how much freedom we have. We don't usually get assigned… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 25tantly, education were all associated almost exclusively with the city, which grew as a cultural rather than industrial center… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 10engaged personae that had formed was inescapable. Change then was both social and individual. APPROACHING NORMALITY: A STATE… |
Sequence 11Ben: When we were all leaving on the last day. David: Tell me about it; what made it sink in? Ben: When his morn and sisters… |
Sequence 18and faith in one's ability to contribute something unique and indi- vidual promotes greater tolerance, greater solidarity… |
Sequence 20students be able to choose to study any period, any person, any technological achievement at any time? There are good reasons… |
Sequence 21times, how a curriculum can be designed for frequent stays, but not full-time residence. Laurie has a class of twenty who can… |
Sequence 24week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 25higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 2"Life at the Farm" as a theme for their dance. But an interesting thing happened that we didn't expect… |
Sequence 7nearly fell apart emotionally when someone finished the painting of his character for him on a day when he was absent. Of… |
Sequence 9compared Individual Humanities to a complete life philosophy. It also explains why they have continued to admire and revere… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 5OTHER WORLD MODELS Let's see what models we find. There are creation myths, like the turtle that carries the world on… |