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Sequence 9ously. He was always a great scholar. He loved to study everything and he still does, so I expected him to tell me about what… |
Sequence 1Taliesin West seminar participants John Wyatt (standing), David Kahn, Renilde Montessori, and Frances Nemtin 208 The NAMTA… |
Sequence 2INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 5There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 3For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 1THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 2COSMIC SENSE, SENSIBILITY, AND WRITTEN EXPRESSION: FROM CHILDHOOD TO ADOLESCENCE by David Kahn Culminating with poetry… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 7<lards, she has a stable air about her. She is able to be respectful of the role of adults who work side by side with… |
Sequence 12PEDAGOGY OF PLACE: USING THE PREPARED ENVIRONMENT FOR THE THIRD PLANE (SOME BRIEF NOTES) by David Kahn Pedagogy of Place… |
Sequence 16of our young people. In designating the parameters of a farm as the place in which adolescents find stability and a myriad of… |
Sequence 4Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 8Time Periods Social Organization Ideas About Social Life HUMANmES: I Befort Hi<!My Tht Ar.and NlAt Em The l:arth… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 24progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 21Montessori education was soon launched and later carried out by subsequent generations. This leads us to the second question… |
Sequence 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
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 1MONTESSORI SPIRITUAL: Goo, EvoLUTION, AND THE NATURAL WORLD by David Kahn It is sometimes difficult to characterize the… |
Sequence 9universe? The "Plan of God" material, which is introduced in Elemen- tary II and used for three years,… |
Sequence 2THE NATURAL WORLD AS PREPARED ENVIRONMENT by Louise Chawla Louise Chawla masterfully weaves Montessori and Edith Cobb,… |
Sequence 3that. Normally, I don't stop the activity until everyone does, but David Kahn has only given me one hour to speak. He had… |
Sequence 26half sphere and you take any point on it and aim it towards the center, you're looking at integration. Everything leads… |
Sequence 2BRINGING THE BIOSPHERE HOME by Mitchell Thomashow Mitchell Thomashow discusses his orientation to the local environment as… |
Sequence 28where they nre at this place and their place in it has been a focus in my classroom that just kind of naturally evolved. And… |
Sequence 29interrelated, too. It's like set theory. You create these ideal types because it gives you a sense of order. Theorists do… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 2READING, WRITING, AND MATHEMATICS: EXPLORED AND DISCOVERED RATHER THAN TAUGHT by Annette M. Haines Annette Haines… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 37copy it, but to hold it up as a mirror of a different approach with similar goals and opportunities. I think it would be very… |
Sequence 7FACING OURSELVES It is within the prepared environment of the adolescent commu- nity that the adult comes into full… |
Sequence 9Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 14REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 1MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 3(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
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 3Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 81Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 246AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 247Camillo Grazzini with David Kahn, 2002 8 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 249So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2was not afraid to innovate, but authority that was firmly planted in years of Montessori tradition. These last months Camillo… |
Sequence 3meet in the center of your daily work. When this happens we connect to our own spiritual direction and all that it can mean in… |
Sequence 2A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 1MURIEL DWYER: A LIFELONG EXPLORER OF A MONTESSORI KIND by David Kahn But it is essential that we open our minds to this… |
Sequence 1To WoRK Is NoBLE, TO BEHOLD Is DIVINE by David Kahn When Montessori schools struggle with finances, admissions, and finding… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 1-------------------------------- LEARNING CHARACTERISTICS FOR THE SECOND AND THIRD PLANES RELATIVE TO HISTORY by David Kahn… |
Sequence 1MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |
Sequence 21lots of geese and ducks and grass and stuff; did I really expect someone who's sixty-five to come up to me and say,… |
Sequence 28learning. Assessment also should involve analytical, creative, and practical, as well as memory components. You make the… |
Sequence 7House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 8school-aged children. She hesitated at first, since she thought she couldn't offer these older children enough,… |
Sequence 14opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 11NAMTA NEWS NEWS FROM THE ANNUAL GENERAL MEETING OF THE ASSOCIATION MONTESSORI INTERNATIONALE AMl's general meeting,… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 1THE 2005 NAMTA MONTESSORI SCHOOL SALARY SURVEY Interpretation and analysis by David Kahn, John McNamara, and Kristin Sasaki… |
Sequence 34alike must target the care and longevity of the Montessori teacher, which not only creates security and elicits commitment… |
Sequence 1THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |
Sequence 24standing of the essentials of a discipline, and the generalist, who needs to build an overview of all the disciplines in their… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 4The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 1ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 3Part of the key for this age group is that that accomplishment be recognized in some way by the community-by adults, yes,… |
Sequence 7As we have seen, adolescence on that chart (Figure 1) is a divided plane but, in the case of adolescence, there is a problem I… |
Sequence 1MONTESSORI ERDKINDER: THE SOCIAL EVOLUTION OF THE LITTLE COMMUNITY by David Kahn This talk was delivered in Sydney,… |
Sequence 1David Kahn 402 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |
Sequence 1BEYOND SCHOOL: MONTESSORI IN N ATIJRE, THE HOME, TEACHER DEVELOPMENT, AND MORAL EDUCATION by David Kahn On the verge of the… |
Sequence 2TEN MONTESSORI IDEAS THAT CONVERT PARENTS TO THE CHILD'S POINT OF VIEW by David Kahn This outline serves as a guide for… |
Sequence 1MONTESSORI: CHILDREN, NATURE, AND GROWING UP GREEN PREFACE TO "NATURE AND EMBODIED EDUCATION" BY KEVIN… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 12ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 1A Montessori Journey: 1907-2007 The NAMTA Centenary Exhibit THE NAMTAJouRNAL VoL 32, No. 3 SUMMER 2007 In affiliation… |
Sequence 3Preface by David Kahn Throughout 2007, the year that marks a century since the first Casa dei Bambini, NAMTA has toured… |
Sequence 186Notes and Sources, continued Centenary Exhibit. The collection also contains Lisl's beautifully handwritten notes of Dr… |
Sequence 1MONTESSORI: p ATHWAYS TO EDUCATION REFORM, 1907-2007 by David Kahn Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 1David Kahn I 00 The NAMTA Jou ma/ • Vol. 33, No. I • Winter 2008 |
Sequence 2TOWARDS A THEORY OF KNOWLEDGE FRAMEWORK FOR A MONTESSORI HIGH SCHOOL by David Kahn Tl1e fon11a tio11 of the adolescent… |
Sequence 16most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 17efforts. In short, we can use measuring school climate to foster truly authentic learning communities. (For more information… |
Sequence 18ship of the meeting have spurred my thinking and learning. For that, I am deeply grateful. ACKNOWLEDGEMENTS I am pleased to… |
Sequence 1MONTESSORI AND THE SPECIAL NEEDS CHILD The success of Montessori schools in meeting children's indi- vidual needs… |
Sequence 3THE LENS OF JOYFUL ENGAGEMENT PAULA LEICH-DOYLE This is really an invigorating weekend, when we get so many people with a… |
Sequence 11A COLLABORATIVC TEAM APPROACH JACQUIE MAUGHAN I'm from Pacific Crest Montessori School in Seattle, and we're… |