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Sequence 3are meant to be - is only a classroom full of Montessori materials and children's furnitw-e. It lacks the spirit of… |
Sequence 1AN OVERVIEW OF THE HARVARD FAMILY RESEARCH PROJECT by Heather Weiss Important to urban education are family support and… |
Sequence 3a time are scheduled to visit the mini-environment to work on areas that will help them adjust or normalize in their classroom… |
Sequence 15specialists. And in their differences lie the roots of their cooperation. In their cooperation lie the roots of our… |
Sequence 2The woman who had opened our session was not satisfied with my summary. "I'm not talking about a little… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 2to accept the fact of evolution. Darwin lies beside Newton in Westmin- ster Abbey for this great contribution. His theory of… |
Sequence 4nineteenth-century reaction; and, while I'm not a conventional believer, I don't consider myself irreligious.… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 1New Montessori Scholarship__; THE ACQUISITION OF SPOKEN LANGUAGE THE NEBULA HYPOTHESIS by Annette Haines ThefoUowi:ng two… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 3progress had become very impo1tant in the seventeenth and eighteenth centuries. Prior to that time people had thought more or… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 5- move from the concrete to the abstract; - allow individual differences in development; and - value cultural diversity.… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 1THE MONTFS.SORI CoNfRIBUTION TO EDUCATIONAL REFORM APROWGUE by David Kahn Washington, D.C., March 1, 1991. Operation Desert… |
Sequence 1COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 1must repair." I think that quote speaks co our condition very directly. Those words are rather different from the… |
Sequence 6have a problem co explain. We know that babies are geniuses universally. We find ic in Piagec, but unfonunacely he didn't… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 11we can teach them something. The whole parent issue is tied up because if we really care about parents, then we're going… |
Sequence 2here only about the part chat goes on in schools. That's partly why I say "to help cultivate" rather… |
Sequence 4College, an M.S. in elementary education from Hunter College, and a Ph.D. in the sociology of education from New York… |
Sequence 14College, an M.S. in elementary education from Hunter College, and a Ph.D. in the sociology of education from New York… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 7dependent. We depend on what other people think and on "looking good." We sometimes feel used or possessed… |
Sequence 15There is onJy one man in the world and his name is All Men. There is only one woman in the world and her name is All Women… |
Sequence 5own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 10teachers of history. We must become students of history because a knowledge of the past is essential to thinking clearly. I… |
Sequence 5• Only 135 (2%) had a cumulative grade point average between 3.0 and 4.0. • Slightly more than 1,000 (17%) had cumulative… |
Sequence 5nothing; we can expand the idea of doing something to include providing rewards. These reformulations are improvements, but… |
Sequence 51Twenty-two schools from the sample group responded to the ques- tion. There was some ambiguity in the way the question was… |
Sequence 2it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 14One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 140One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 152it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 7faculty without increasing the number of students. I'm sure there are creative solutions which could reduce the number of… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 12Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 7together. You can't look at the intelligences as the first thing on your list. You have to look at the real-world… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 7research and gives a new view of a curriculum for life. Maybe more research will bring more ways to define and create… |
Sequence 4fore, we ought to give thought to the metaphors we use. If we don't have an ar- ticulated metaphor, then we ought to… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
Sequence 2But I pray that somehow the memories will remain. Of work, of rain, of chill Of darkness and of light. Memories of love… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 3first, that I couldn't dance and appeared to be devoid of any sense of rhythm; second, that I was totally inept at… |
Sequence 8ments of animals or the wind in the trees, or to express feelings, they are given the opportunity to explore alternate… |
Sequence 9"Well, he did give us a good idea for the story, but ... " "Let's tell the group. Children,… |
Sequence 25made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 7That lasted for a while. In this century, in addition to artists, we began to think of scientists as creative, which is again… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 8The ability to reflect on the broader consequences of action, and thus to tolerate experience that is entropic, applies to… |
Sequence 9The ability to stand solitude goes hand in hand with emancipa- tion from the peer group. Many older adolescents seem to have… |
Sequence 11here's what I'm going to do to you," or I say, "Do this and you'll get that," I am… |
Sequence 24Fourth, punishment gets people to think almost exclusively about their own self-interest. Whenever we talk about"… |
Sequence 36a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 40appeared in the Journal of Personality and Social Psychology (Deci, 1971). But I find people are more interested, for some… |
Sequence 43thumb is that the more you want kids to want to do something, the more you would avoid rewards at all costs because of what… |
Sequence 54But in this second-grade class, the kids were into this. One kid came up, when it was her turn to speak, and talked about… |
Sequence 55develop self-discipline, what they mean is to get the child to introject, to use the psychoanalytic language, or swallow whole… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 11that-and I emphasize the i-n-g, do-ing that-not can do that-it's always doing that. The brain is in a constant search for… |
Sequence 2SELF AND EVOLUTION by Mihaly Csikszentrnihalyi Current views of evolution presented at the Epic of Evolution conference… |
Sequence 3Just so that you know why my name is so long, let me explain it and parse it to make it easier to remember. It is made up of… |
Sequence 6However, at this point we are in an interesting situation-as many of the speakers pointed out in the past three days-we are in… |
Sequence 10Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 9Diversification also allows you to regiment the work year so that workers-your family or your hired laborers, in the case of… |
Sequence 16digms of exclusion-not unlike modern America. The Hellenistic period is a wide-open period similar to our own, where money… |
Sequence 17to you is that the traditional paradigm of explaining Western culture to students, that is, the multicultural approach, I find… |
Sequence 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 6told by the local EPA that he had some type of wild rat colony on his farm. The man was farming his land, and he had to cease… |
Sequence 7rational thought, philosophical systems, a sense of Western culture- are all absent there, replaced by a therapeutic… |
Sequence 9that skepticism to everything-like Bill Clinton's talk. Everybody thought it was a wonderful talk, but it was a God-… |
Sequence 12technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 3.. . by talking about Montessori edu- cation in terms of its theoretical roots, we are not talking about something which is… |
Sequence 17"No, I'm not the most vital part of the classroom environment at all. In fact, I love the whole idea of being… |
Sequence 12likelier to have more rewarding relationships with their mothers and fathers than the bored. This should not be surprising,… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 14could be more difficult than skating along on a thin blade over hard ice or learning the samba? People love difficulty. I… |
Sequence 9The music created a feeling of life. Picture # 2: This picture is of a particle that was left and joining with a negative.… |
Sequence 11assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 17What happens when an idea for doing something ends up not working? A learnable moment is born, because the child now realizes… |
Sequence 32What happens when an idea for doing something ends up not working? A learnable moment is born, because the child now realizes… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 182assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 18percent of people, both here and in Japan and Germany, where they have also done research, say "No, I don't know… |
Sequence 10Nora: Anyway, I was about halfway there (or so I thought), when I discovered that I was completely lost. Not only had I… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 2NOTES ON THE MONTESSORI ADOLESCENT by Margaret E. Stephenson I think we have encountered some gems already, which will help… |
Sequence 2A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |