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Sequence 261culminate in a book featuring the model school design, principles of Montessori architecture, and documentation of existing… |
Sequence 262by Laurie Ewert-Kroeker and David Kahn in this Journal issue). He reported on the project to the AMI Pedagogical Committee in… |
Sequence 263ADMINISTRATORS' HANDBOOK STILL IN PROCESS Those of you who were members in the 1997-98 membership year were promised and… |
Sequence 298NEW NAMTA VIDEOS Now available in USA NAMTAis proudtopresent thevideo Montessori in Action: Learning for Life for the first… |
Sequence 1THE Vol. 24, No. 2 Spring 1999 Montessori and the Spiritual Development of the Child The Spiritual Development or the Child… |
Sequence 2WHATlsNAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 3THENAMTA JOURNAL V oL. 24, No. 2 • SPRING 1999 MONTESSORI AND THE SPIRITUAL DEVELOPMENT OF THE CHILD 8 In affiliation with… |
Sequence 4MONTESSORI AND THE SPIRITUAL DEVELOPMENT OF THE CHILD THE SPIRITUAL DEVELOPMENT OF THE CHILO: KEEPING THE BALANCE… |
Sequence 11DISCOVERING THE REAL SPIRITUAL CHILD (PART 1) by Sofia Cavalletti Sofia Cavalletti cites Montessori's description of… |
Sequence 16At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 25DISCOVERING THE REAL SPIRITUAL CHILD (PART 2) by Silvana Quattrocchi Montanaro Dr. Montanaro presents an intellectual view… |
Sequence 113THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 159ARE WE SUCCEEDING IN NURTURING THE SPIRIT? by Aline D. Wolf Aline Wolfs challenge to Montessorians to look seriously at our… |
Sequence 1THE NAMTA Vol. 24, No. 3 Summer 1999 Artistic Expression and the Unfolding Self Finding the Artist Within: A Challenge for… |
Sequence 3THENAMTAJOURNAL VoL. 24, No. 3 • SUMMER 1999 ARTISTIC EXPRESSION AND THE UNFOLDING SELF 8 Jn aflilia1ion wi1h 1hc… |
Sequence 4ARTISTIC EXPRESSION AND THE UNFOLDING SELF FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORI ANS… |
Sequence 5t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 143NAMTANEWS ADOLESCENT RETREAT Is F1LL1NC Ur As of June 21, more than fifty participants had registered to attend NAMTA'… |
Sequence 1Volume 25 Number 1 Winter 2000 N·A·M·T·A J 0 u The Casadei Bambini: Primary Perspectives through Time and Space R N A… |
Sequence 3THENAMTAJOURNAL VoL. 25, No. 1 • WINTER 2000 THE CASA DEi BAMBINJ: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE In… |
Sequence 4THE CASA DEi BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE THE CASA DEi BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME… |
Sequence 6THE CASADEI BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE by David Kahn The vision of San Lorenzo, the Casadei… |
Sequence 56THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 73Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 81Children of the World, Judy Maloney and Martha McDermott, both of the U.S. There was no easy way to take care of them.… |
Sequence 124THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 141a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 150PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 247NAMTANEWS MONTESSORr/Csn<SZENTMIHALYI RESEARCH PROJECT DEFINES GENERAL PARAMETERS Mihaly Csikszentmihalyi, well… |
Sequence 248The study will be done in cooperation with the University of Chicago's Department of Psychology and the Peter Drucker… |
Sequence 249ATLANTA AND MINNEAPOLIS CONFERENCES CONTINUE NAMTA MULTI-THEME APPROACH NAMTA's Atlanta conference (October 21-24, 1999… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 1Volume 25 Number 2 Spring 2000 N·A·M·T·A J 0 u Montessori Education: Positive Psychology for Today's Challenges R N… |
Sequence 2WHAT Is NAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 3THENAMTAJOURNAL VOL. 25, No. 2 • SPRING 2000 MONTESSORI EDUCATION: POSITIVE PSYCHOLOGY FOR TODAY'S CHALLENGES In… |
Sequence 4MONTESSORI EDUCATION: POSITIVE PSYCHOLOGY FOR TODAY'S CHALLENGES MONTESSORl'S POSITIVE PSYCHOLOGY: A LASTING… |
Sequence 5MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 16ously. 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 212Taliesin West seminar participants John Wyatt (standing), David Kahn, Renilde Montessori, and Frances Nemtin 208 The NAMTA… |
Sequence 213INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 239There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 1Volume 25 Number 3 Summer 2000 N ·A· M • T ·:A J 0 u Margaret E. Stephenson: Following the Child across the Planes of… |
Sequence 2WHAT Is NAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 3I ) I ? { THENAMTAJOURNAL VoL. 25, No. 3 • SUMMER 2000 MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES… |
Sequence 5MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT MARGARET E. STEPHENSON: FOLLOWING TH£ CHILD… |
Sequence 125NAMTANEWS NAMT A MOVES HEADQUARTERS After ten years at the Bellflower Road address in Cleveland, OH, David Kahn and the… |
Sequence 128NAMTA CONFERENCES FOR THE 2000-2001 YEAR MONTESSORI' s GREAT w ORK: OUR GIFT FOR THE FUTURE CELEBRATING 30 YEARS OF… |
Sequence 129connection between head and hand is key to Montessori philosophy, yet parents and the educational establishment clamor for an… |
Sequence 1Volume 26 Number 1 Winter 2001 N·A·M·T·A J 0 u Montessori's Great Work: Our Gift for the Future Celebrating… |
Sequence 3THENAMTAJOURNAL VoL. 26, No. 1 • WINTER 2001 MoNTEssoR1's GREAT WoRK: OUR GIFT FOR THE FUTURE In affiliation with the… |
Sequence 4MONTESSORI'S GREAT WORK: OUR GIFT FOR THE FUTURE CELEBRATING MoNTESsoRr's GREAT WORK: OuR GrFT FOR THE FUTURE… |
Sequence 8For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 9unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 17interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 99THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 201Documenting Montessori expansion in North America, NAMTA has suggested since 1992 that further program design needs to be… |
Sequence 209Three-Day Colloquium: Exploring the Possibilities: Addressing the Needs of the Older Adolescent (15 to 18), August 4-6 A… |
Sequence 210guest. She praised the school for its extensive prepared environment and for the high morale of the students. The Montessori… |
Sequence 211IN MEMORIAM SISTER MARY JACINTA SHAY, R.S.M. DECEMBER 31, 2000 I wish I could have told Sister Jacinta goodbye in person.… |
Sequence 2WHAT Is NAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 3THENAMTAJOURNAL VoL 26, No. 2 • SPRING 2001 MONTESSORI FOUNDATIONS FOR LITERACY AND CULTURE In affiliation with lhe… |
Sequence 4MONTESSORI FOUNDATIONS FOR LITERACY AND CULTURE LANGUAGE ACQUISITION… |
Sequence 138COSMIC SENSE, SENSIBILITY, AND WRITTEN EXPRESSION: FROM CHILDHOOD TO ADOLESCENCE by David Kahn Culminating with poetry… |
Sequence 185for teachers in new and evolving adolescent programs that will be held at Quail Hollow Hotel and Conference Center near… |
Sequence 186Proposed Specialized Breakouts (afternoons): Math, Science, Technology ♦ John McNamara Geometry: From Pure Abstraction to… |
Sequence 3THE NAMTA JOURNAL VoL. 26, No. 3 • SUMMER 2001 THE MONTESSORI ADOLESCENT: ANALYSIS IN RETROSPECT Special Edition In… |
Sequence 4THE MONTESSORI ADOLESCENT: ANALYSIS IN RETROSPECT THE UNFOLDING DRAMA OF THE MoNTESSORJ ADOLESCENT IN AMERICA ...... .i by… |
Sequence 5p ART II: THE CASE FOR MONTESSORI ERDKINDER A. IIIsTORICAL PERSPECTIVE DR. MoNTESSORI's TmRD LECTURE… |
Sequence 6c. THE HERSHEY MONTESSORI FARM SCHOOL THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR ...... 377 by Laurie Ewert-… |
Sequence 9THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 69<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 174PEDAGOGY OF PLACE: USING THE PREPARED ENVIRONMENT FOR THE THIRD PLANE (SOME BRIEF NOTES) by David Kahn Pedagogy of Place… |
Sequence 178of our young people. In designating the parameters of a farm as the place in which adolescents find stability and a myriad of… |
Sequence 404Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 415HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 456Time Periods Social Organization Ideas About Social Life HUMANmES: I Befort Hi<!My Tht Ar.and NlAt Em The l:arth… |
Sequence 463OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 499progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 544Montessori education was soon launched and later carried out by subsequent generations. This leads us to the second question… |
Sequence 575THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 581These "noble" or "true" characteristics" have been en- capsulated as character… |
Sequence 591cation in ways that are appropriate for the older adolescent, thus completing the vision of Maria Montessori from birth to… |
Sequence 597Victor Davis Hanson is professor of Greek at California State University (Fresno) and lives on his family's farm in the… |
Sequence 3THE NAMTA JOURNAL VoL. 27, No. 1 • WINTER 2002 THE FIRST THREE YEARS OF LIFE In affiliation with the Association Montessori… |
Sequence 235John McNamara: Algebra Made Montessori Larry Schaefer: Defining Upper Elementary and Adolescent Linkages David Kahn, Laurie… |
Sequence 3THE NAMTA JOURNAL VoL 27, No. 3 • SUMMER 2002 MONTESSORI SPIRITUAL: Goo, EvoLUTION, AND THE NATURAL WORLD In afliliation… |
Sequence 4MONTESSORI SPIRITUAL: Goo, EVOLUTION, AND THE NATURAL WORLD MONTESSORI SPIRITUAL: Goo, EvoLUTION, AND THE NATURAL WORLD… |
Sequence 6MONTESSORI SPIRITUAL: Goo, EvoLUTION, AND THE NATURAL WORLD by David Kahn It is sometimes difficult to characterize the… |
Sequence 55universe? The "Plan of God" material, which is introduced in Elemen- tary II and used for three years,… |
Sequence 136THE NATURAL WORLD AS PREPARED ENVIRONMENT by Louise Chawla Louise Chawla masterfully weaves Montessori and Edith Cobb,… |
Sequence 157that. Normally, I don't stop the activity until everyone does, but David Kahn has only given me one hour to speak. He had… |
Sequence 180half sphere and you take any point on it and aim it towards the center, you're looking at integration. Everything leads… |
Sequence 184BRINGING THE BIOSPHERE HOME by Mitchell Thomashow Mitchell Thomashow discusses his orientation to the local environment as… |
Sequence 210where 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 211interrelated, too. It's like set theory. You create these ideal types because it gives you a sense of order. Theorists do… |
Sequence 215planes of education experiencing the most growth, such as ages 0-3, 12-15, and 15-18. • Overview of university level research… |
Sequence 216New Zealand finding the demand for Montessori expertise expanding way beyond what it was when Kahn visited seven years prior… |