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Sequence 4What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 13teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 27Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 125Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 126Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 109TEACHER AVAILABLE EXPERIENCED !RISH MONTESSORI TEACHER AVAILABLE: Qualified to teach children between 2 1k and 12 years of… |
Sequence 134even included a cookbook of the recipes served. The ratings were universally positive for both cuisine and pedagogy. Ow·… |
Sequence 60What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
Sequence 10SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 173story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 103PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 160teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 48SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 45Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |