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Sequence 1TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 3work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 1A TIME TO READ By Peggy Kahn All children have to start at the beginning, exploring first what they can reach out and touch… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 2the use of video-taped observations. She also depended on the random- ness of the assignment of the children to compensate for… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2Dewey, in Human Nature and Conduct, said: If the standard of morals is low it is because the education given by the inter-… |
Sequence 4personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 4The sick body draws itself, the "body without organs" of the philoso- phers illustrates itself, evicted,… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 2the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -… |
Sequence 3With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a… |
Sequence 3and not a panicipant in the process. Plans for schools and buildings, ways to organize classrooms and groups within… |
Sequence 7idea. Since language is pivotal in a person's learning through experience, it is the very core of the teaching-learning… |
Sequence 5through a developmental, philosophical program that helps the adolescent make a smooth transition into the world of adult… |
Sequence 7ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as… |
Sequence 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 6coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 12coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 1EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 7is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he… |
Sequence 17teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 8sensitive period pertinent to each age group, activity, and spontaneous passing into abstraction were possible for the… |
Sequence 1REsHAPING EARLY CHIIDHOOD INrnRVENTION To BE A MoRE EFFECTIVE WEAPON AGAINST POVER1Y by Edward Zigler, PhD Drawing on his… |
Sequence 1F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 11The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 19Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 67The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 3phasic plan converging on maturity: the maturity of children, the matu- rity of teachers and parents, the maturity of… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 13Mary: I allow my little boy to dress in the kitchen. Usually he wants to stay near me at the start of the day. Sally: I… |
Sequence 1NAMTA's MONTESSORI ADOLESCENT PROJECT The spirit and energy currently surrounding work toward Montessori adolescent… |
Sequence 1This is the first year of NAMT A's Administrators' Group, an attempt to forge stronger relationships between… |
Sequence 3Although there is no genealogical link to the Montessori world, several Montessori educators, including David Kahn, executive… |
Sequence 10more appropriate path. Both programs provide specific behavioral suggestions for leaders that may provide helpful scaffolding… |
Sequence 8Figure 5. Organic Gardening Occupations Envisioning and Planning the Garden Agricultural Craft Time Employment Market… |
Sequence 9history, now become lived needs applied to a subsistence way of life. The adolescent learns through real experience just how… |
Sequence 10Interestingly enough, Dewey speaks directly to an interdiscipli- nary approach built upon practical activities, exhibited here… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 9personnel, we had seven storytellers. The list of storytellers during those two years was wide-ranging: • Rod Alexander,… |
Sequence 8DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC… |
Sequence 21worker. I don't like the use of the word work, frankly, and I know that puts me at odds with several traditions,… |
Sequence 5Figure 1 suggests that the vision and understanding of Erdkinder must come through a variety of pathways, beginning with… |
Sequence 6Montessori tells us that the adolescent wants to experience roles in society outside of the family. In order to create… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 14enjoyment of natural environments close to home-wild commonlands, gardens, ponds, city farms, or schoolgrounds, ideally with… |
Sequence 2DISCOVERING THE REAL SPIRITUAL CHILD (PART 1) by Sofia Cavalletti Sofia Cavalletti cites Montessori's description of… |
Sequence 1t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 4Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 1THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 4drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
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 95drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 123THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 175Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 6sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 16is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony… |
Sequence 24mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 25and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 20on and found their children strikingly independent, good natured, and well adjusted. Two regional papers, including the… |
Sequence 22overall melody and intonation. It's just like perceiving music. Chil- dren really are quite good at perceiving music.… |
Sequence 2The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 20What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 24progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 9(although this may well be- come a thirty-minute period as fitness levels rise). The time scheduled for the fitness… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 3Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 2BUILDINGS THAT NURTURE by Victor Sidy Using principles of Frank Lloyd Wright and Maria Montessori, Victor Sidy has created a… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 7baby to fall in Jove with one another (Uvnas-Moberg). Thus breastfeeding assists the baby in becoming pleasure tolerant and… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 9According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 4Goal theory and optimal experience theory link well to Montessori pedagogy. Goal theory identifies two kinds of goals: task… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 5The challenge to us as educators is to equip our students with the prac- tical skills, analytic abilities, philo- sophical… |
Sequence 13It must be stressed that this stage is of the utmost importance both for the young children and for those who emer school at… |
Sequence 2THE ADOLESCENT AND THE f AMILY: LOVE AND LIMITS by Linda Davis Linda Davis characterizes the adolescent's time in life… |
Sequence 12Montessori, Maria. "A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 9I would like to take a moment to acknowledge NAMTA, and its officers past and present. NAMT A has, it seems to me, offered to… |
Sequence 1THE 2005 NAMTA MONTESSORI SCHOOL SALARY SURVEY Interpretation and analysis by David Kahn, John McNamara, and Kristin Sasaki… |
Sequence 14Surprisingly, in some cases median administrator salaries are actually lower than the median salaries of teachers with… |