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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 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 4The sick body draws itself, the "body without organs" of the philoso- phers illustrates itself, evicted,… |
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 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 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 3phasic plan converging on maturity: the maturity of children, the matu- rity of teachers and parents, the maturity of… |
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 9personnel, we had seven storytellers. The list of storytellers during those two years was wide-ranging: • Rod Alexander,… |
Sequence 31the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
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 1DIGGING DOWN DEEP: EDUCATIONAL EXPERIENCES WITH THE EARTH IN A GARDENING/FARMING CONTEXT by Emily Starr Eden Emily Eden… |
Sequence 2to leave the setting of their school behind for an experience on a farm. Set on a mountain top and a tract of forest land, the… |
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 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
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 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
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 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
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 20What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 7environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 17with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 24progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 35involves higher-level reasoning skills to arrive at a conclusion with concrete reality serving as a kind of control of error… |
Sequence 8• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 20farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles 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 5middle, and end for five different cycles. So how does this work with the adolescent? In the beginning, the seventh-grade… |
Sequence 7When the adolescents achieve this social independence, they are ready for high school. They are insightful about new friends.… |
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 4Goal theory and optimal experience theory link well to Montessori pedagogy. Goal theory identifies two kinds of goals: task… |
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 7If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 11Montessori' sown term for this level of acceptance-this profound sense of worth and belonging-was valorization. One… |
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 14small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
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… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 2we consider in setting up a prepared environment for the first and second planes of development. Here are some of the aspects… |
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 5adolescent, so it naturally has to be one of the fundamental elements of an adolescent program. The second element Montessori… |
Sequence 6we all need to know to understand our time, our culture, and the nature of humanity and where it's heading. Of course… |
Sequence 8practical chores makes the urban program a critical testing ground for new ideas that emerge from the land-based programs in a… |
Sequence 1Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 3You see, we wanted, more than anything else, to make the work upon the land real, rather than metaphorical. We had set this as… |
Sequence 6This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 7The evaporative pond inspires chemistry; the greenhouse evokes physics. To provide structure for the adults as well as the… |
Sequence 4than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 7gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 9And what happens when young adolescents are given this pre- pared environment? They have an integrity that I believe can only… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 8What I often hear from our graduates, ones whom I consider "valorized," are statements like: "I… |
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 2dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 4curriculum while the twelve- to fifteen-year-olds explore the world from their own familiar place. Students at the farm… |
Sequence 18Anyone who works with adolescents knows that they have feel- ings, strong feelings, angry feelingsr loving feelings, but most… |
Sequence 3After twenty-seven years of conferences, colloquia, grassroots organizing, program implementation, and international… |
Sequence 5Local Demand for a Montessori High School Model Cleveland (northeast Ohio) is the second oldest Montessori hub in the United… |
Sequence 6Botanical Garden in the development of adolescent respon- siveness to the impact of urban sprawl on the natural world; • the… |
Sequence 14• Meeting local oral historians · Historical gardens • Overall regional history promotion and special events management •… |
Sequence 20:;i (1) ~ ~ ~ ~ i:: i -!'>- Iv Educational Syllabus for Erdkinder: Ages 12-15 A.Practical Considerations… |