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Sequence 1TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
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 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 6The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 1TRIBUTE TO LINDA PRESTON By David Kahn In Memory of LINDA SOULE PRESTON April 4, 1938 - March 20, 1988 Memorial Service… |
Sequence 2easy for him to make the bed each morning. A small Pinocchio hat rack held his pajamas and his outdoor coat. A large piece of… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 1New Montessori Scholarship__; THE ACQUISITION OF SPOKEN LANGUAGE THE NEBULA HYPOTHESIS by Annette Haines ThefoUowi:ng two… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
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 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 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
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 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
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 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 19Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
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 48Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
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 3RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long In these excerpts from a talk presented at… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 5own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
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 9for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 51for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
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 2system of education. It is easy to see why verbal/linguistic skills are highly valued by parents and traditional educators.… |
Sequence 3Human beings have two complex apparatus for producing speech and for hearing the spoken word. Paper, pencil, and books are… |
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 8ments of animals or the wind in the trees, or to express feelings, they are given the opportunity to explore alternate… |
Sequence 5behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 3.. . by talking about Montessori edu- cation in terms of its theoretical roots, we are not talking about something which is… |
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 6the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
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 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 15John [Wyatt] mentioned that he finds that the best ques- tion for him to ask a new apprentice is how lazy he or she is.… |
Sequence 2A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 20The teachers must have the greatest respect for the young personality, realizing that in the soul of the adolescent, great… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
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 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 5king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 16TOWARDS A POSITIVE EDUCATION FOR ADOLESCENTS: AN EXAMPLE FROM THE HUMANITIES by David J. Shernoff Dr Shernoff s deep… |
Sequence 22contained and invited me to come talk about them at the October 2001 NAMTA conference in Columbia, MD. McMillin realized that… |
Sequence 2PRENATAL INFLUENCES ON THE BRAIN by Lise Eliot Dr. Eliot' s clear scientific explanation of embryology and prenatal… |
Sequence 5In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 32the room, we find it's information that we've heard before. And it's nice to be validated as teachers to know… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 4Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 184Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 22of them, prevent them from growth, and rob them of the necessary tools to face adversity in their life. According to John and… |
Sequence 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 20The last activity at this level is to introduce little handmade books. In this very shore time the children have acquired the… |
Sequence 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 8FURTHER MONTESSORI INSIGHTS Dr. Montessori also forecast other current ideas in developmental psychology not reviewed here.… |
Sequence 7waiting below a good rapid. We take canoes, because in canoes you have to work together. You have to call out what you see and… |
Sequence 4problems of one plane during a completely different plane. Thus normalization, which means a return to the path of normal… |
Sequence 3In the summer of 2005, several adolescent practitioners gathered in Hiram, Ohio, to begin work on developing a curriculum in… |
Sequence 16end everything, including the people, the cities, and the countries one loved. But still, why did bad things happen to good… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 14Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 178A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |