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Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3This study is interesting because it is the only research in the liter- ature which specifies Montessori materials by age-… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 7Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 9psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 7Footnotes 1. Thomas Berry. (1988). The dream of the earth. Sierra Club, p. 206. See also: (a) Thomas Berry, "Coming… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 1THE CONTRIBUTION OF MARIA MONTFSSORI by Mario M. Montessori Jr.· Mario Montessori characterizes the Montessori vision as… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 36Footnotes 1 • Maria Montessori, To Educate the Human Potential. Madras, India. Kalakshetra Publications, 1973, p. 4. 2 •… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 25Those techniques used in oral cultures to shape sound into more memo- rable fonns we find also to be prominent in children… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 10References Hubbard, R.S., & B.M. Power 0993). 7be art of classroom inquiry. Portsmouth, NH: Heinemann Educational… |
Sequence 18behavior and learning such as posture and coordination, the development of directionality and laterality, and the development… |
Sequence 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 1References Montessori, M. (1962). The discoven; of the child. Madras, India: Kalakshetra. (Original work published 1948)… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
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 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 112Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 15school takes on its final stage of maturity. Endowments emerge to build scholarships, provide for building maintenance and… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 4Gardner and Montessori both look well beyond the notion of fixed IQ and predestined aptitudes. Rather, their joint perception… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 2school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 3through stages of development at the same pace in all domains. By the 1970s, Piaget's version of universal development… |
Sequence 4after Ml), intelligence is displayed, discovered, and developed within the context of meaningful, culturally significant… |
Sequence 5in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 6to develop other aspects of their abilities in order to achieve the same success and acclaim they earned in the West. While… |
Sequence 11Standardized tests promote a "wall-chart" mentality in which the achievement of scores is more important… |
Sequence 12Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 14the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 19strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 23Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
Sequence 6Now come the personal intelligences, the intelligences of the social world and self. Interpersonal intelligence is the… |
Sequence 8opmentof which is theimportantthing. The chapter of Frames of Mind (Gardner 1983 / 1993) that gets overlooked is the… |
Sequence 13REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 4traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence" (… |
Sequence 5another"; therefore education ought to be responsive to these differ- ences, maximizing each person's own… |
Sequence 6WHAT ARE THE INTERPERSONAL AND INTRAPERSONAL INTELLIGENCES? In Gardner's words, Interpersonal intelligence builds on a… |
Sequence 7research and gives a new view of a curriculum for life. Maybe more research will bring more ways to define and create… |
Sequence 8• Montessori bells are provided for the music perception task. • There is a naturalist's corner with biological specimens… |
Sequence 13personality. It supports all the traits needed for the child's adaptation to a society that is in continuous change, so… |
Sequence 14• Good and strong preparation of teachers/ guides Two quotes follow, giving us food for thought about the future. First, in… |
Sequence 13As neuroscience probes the depths of human inner space, our respect for the marvels of the body, its intelligence and… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 8obey their natural laws and thereby exist harmoniously. Humanity- all those who have preceded the child-gives endless lessons… |
Sequence 9The mind best abstracts from experience, and the Montes- sori materials provide the sense experience of the ideas of number… |
Sequence 10The following are two examples from this point of view of what the child experiences that develops the individual intelligence… |
Sequence 12rewarded. We did trust her with our 6- to 12-year-olds. That was more of a challenge, because there is a competing model, the… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 9And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 12importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 7space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 17The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 4learning approaches. This strong concern of the teachers points to the test's lack of balance in supporting a wide… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 11We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 38Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 8THE FARM AS BUILDER OF COMMUNITY AND SELF Two faiths can rise up in the man: faith in God and faith in himself The two… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 19Montessori, Maria. The Montessori Method. Trans. A. George. 1912. New York: Schocken, 1962. Montessori, Maria. The Secret of… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 6Locke is followed a century later by Kant, who combines Locke's environmental influence with innate ideas of time and… |
Sequence 7These philosophers believed that symbols, not simply nature or nur- ture, were the sine qua non of how we come to know in this… |
Sequence 8how we come to know, we just need to figure out the code. Did you hear me mention children, emotional dimensions,… |
Sequence 9PRESENT My colleague, Bruce Torff at Hofstra University, likes to say that the theory of multiple intelligences changes the… |
Sequence 10it in his 1995 keynote address to this very group, "Ml validates what one sees good teachers doing every day: looking… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 10birth of new life. "The personality of the mother," she observes, "is characterized by this: with… |
Sequence 18Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 2MONTESSORI AND Music by Elise Braun Barnett With the sense of discovery characteristic of a first-generation Mon tessorian,… |
Sequence 9hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |