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Sequence 31hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 1THE FOURTH MONTESSORI ADOLESCENT COLLOQUIUM: CONSOLIDATING THE WHOLE THIRD PLANE by David Kahn The goal of our inspired… |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 11us when we disappoint them. Their love encourages us. We need not be perfect, I think; trying seems to be enough. At the… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 3work. One of the blessings r be- lieve f have re- ceived-and I have indeed asked for it-is the gift of won- der. Out… |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 14percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 1MONTESSORI SECONDARY EDUCATION: MOVING FROM DISCIPLINE-BASED INrnGRATION TO WHOLE FORMATIVE SYNTHFSIS by David Kahn and… |
Sequence 1IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 10The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 1THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL PERSPECTIVES by David Kahn As a proponent of the who/e-sc/100/… |
Sequence 11This is what Piaget missed, leaving so many early-childhood programs adrift in a morass of developmentally appropriate activi… |
Sequence 2BIRTH AND REBIRTH: PARALLEL DEVELOPMENTAL PASSAGES IN INFANCY AND EARLY ADOLESCENCE by Louise J. Kaplan This article looks… |
Sequence 1MONTESSORI AND SPECIAL EDUCATION: AN EVOLVING RELATIONSHIP by David Kahn Montessori a11d Special Education II is NAMTA'… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 1UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 1MONTESSORI' s ROLE IN TWENTY-FIRST- CENTURY EDUCATIONAL REFORM by Krishna Kumar Mo11tessori adolescent education finds… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 2produce can be used commercially this brings in the fundamental mechanism of society, that of production and exchange, on… |
Sequence 22In the humanities, one of the curricular strands for adolescents is the exploration of humans on Earth. Talking to people… |
Sequence 6In the humanities, one of the curricular strands for adolescents is the exploration of humans on Earth. Talking to people… |
Sequence 1EDITORIAL WHAT THE NAMTA SALARY SURVEY Is TELLING US ABOUT RECESSION by David Kahn As in most cases of trend analysis and… |
Sequence 1THE 2009-10 NAMTA MONTESSORI SCHOOL SALARY AND TUITION SURVEY Interpretation and analysis by David Kahn Jn September, 2009… |
Sequence 42using the primary (3-6) level as an example. Median salaries at the 3-6 age level are shown for teachers employed at schools… |
Sequence 1THE EMERGENT DISCIPLINE ORIENTATION OF MONTESSORI EDUCATION by David Kahn With the English-language publication of Psico-… |
Sequence 1THE DEVELOPMENT OF LANGUAGE by Annette M. Haines An11ette Hni11es begins with the "e111bryo11ic co11stmctio11&… |
Sequence 1EDITORIAL: PEACE Now by David Kahn The Montessori Centenary in 2009 revealed to us a count of nearly 20,000 Montessori… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 6where any malnourished child will stay with a family member until the child is re-nourished and the family member understands… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 9Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 2What are these human inclinations and primitive relationships that are stirred by contact with nature? Why does functioning… |
Sequence 1VIJ Publisher's Note Every time I have heard Paola Trabalzini speak, her precise scholar- ship and careful selection of… |
Sequence 2XVI Didactics "Mauro Laeng" - University of Roma Tre - and promoter of educational and documentary… |
Sequence 1SECTION I ABOUT NATURE, STORYTELLING, AND CREATIVITY by David Kahn This journal is certainly a mixed assemblage of articles… |
Sequence 4This experience, typical of some of the schools that I was looking at (but not the Montessori schools), amazed me. When I… |
Sequence 1SECTION II THE MONTESSORI SYLLABUS: DEFINING THE ADOLESCENT'S ROLE by David Kahn The Montessori ed uca tiona l… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 3Summary The document includes an overview of Montessori principles and developmental characte1is1:Jcs for each plane or stage… |
Sequence 235Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 1NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 1MONTESSORI HISTORY IN SEARCH OF A SOUL by David Kahn I realize only too well thnt l nm losing my faith i11 the possibility… |
Sequence 1REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 1the natural World as PrePared environment by Louise Chawla Louise Chawla’s autobiographical beginning of this article shows… |
Sequence 9121 Mosher • Into the City and required components, though our projects may relate to what we experience on city trips, and… |
Sequence 973 Urioste • Multicultural Inclusion in an Urban Setting Montessori organizations such as NAMTA, AMI, AMS, and individuals… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 385 McNamara • Naturally Integrates Science, Mathematics, Technology uses a similar expression: “Forced growth weakens the… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 624 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 all people, global view, interdependency of all life” (Kahn). Our… |
Sequence 725 Cunningham • From Cosmic Education to Civic Responsibility dently, the systems of the human body are weak, but when… |
Sequence 1Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 2AMI Journal 2017 - 2018 page 7 Unfortunately, traditional schooling often works to create inequalities. Deeply ingrained… |
Sequence 1Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education by Annette… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 22AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 1Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 1The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 1Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction David Kahn has once again given… |
Sequence 3A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 1Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 4AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 20AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 49Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 51A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 74AMI Journal 2017 - 2018 page 95 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction… |
Sequence 83The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 105Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 130AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 151Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 162AMI Journal 2017 - 2018 page 7 Unfortunately, traditional schooling often works to create inequalities. Deeply ingrained… |
Sequence 163Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 164Foreword This journal is a testimony to Annette Haines. Annette, who died in July 2017, was a leader in the Montessori… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 168AMI Journal 2017 - 2018 page 1 Table of Contents a nnet te ha ines: spok esperson for montessor i va lues, schola rship, a… |
Sequence 21AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 50Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 52A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 75AMI Journal 2017 - 2018 page 95 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction… |
Sequence 84The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 106Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 131AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 151AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 152Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 163AMI Journal 2017 - 2018 page 7 Unfortunately, traditional schooling often works to create inequalities. Deeply ingrained… |
Sequence 164Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |