Search Inside Documents
Displaying results 1 - 100 of 409
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 2COSMIC SENSE, SENSIBILITY, AND WRITTEN EXPRESSION: FROM CHILDHOOD TO ADOLESCENCE by David Kahn Culminating with poetry… |
Sequence 9what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 3connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 2The Hershey Montessori Farm School, Huntsburg, Ohio 270 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 12Student Project Hershey Montessori Farm School Post-Project Evaluation ____________ Date Project Coordinator… |
Sequence 16GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
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 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 1Ninth-grade students of the Hershey Montessori Farm School attend a lecture at Case Western Reserve University 124 The NAMTA… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 1Harvesting tomatoes at Hershey Montessori Farm School 132 The NAMTA Journal • Vol. 28, No. J • Winter 2003 |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 12Mendel's famous pea experiments, explore factors affecting soil mi- crobiology, or develop techniques to maximize crop… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 251that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 2THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 4development can be expected or anticipated in adolescent growth? I clearly don't have the answers to these questions,… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 14small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
Sequence 2A diverse set of challenges faces the architect when trying to facilitate graciousness of movement for dozens, sometimes… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 6Farmer Mike and Grandmother Susan, and they took up our hopes and we theirs. Any farm, especially an organic one, is a place… |
Sequence 10cultures, but their outcomes are similar; you might say, therefore, that their outcomes are universal manifestations of the… |
Sequence 24standing of the essentials of a discipline, and the generalist, who needs to build an overview of all the disciplines in their… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 1ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 5Mr. Grazzini did recognize the contribution of urban programs 1 over twenty years in learning about the adolescent from the… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 2OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 5exchange on the farm "appears to be a kind of 'supercreation' due to the labor of civilization .... This is… |
Sequence 6This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 8abilities and contributions of staff members. FMES staff members David Ayer and Susan Andree recently had the opportunity to… |
Sequence 1"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 2observed: "The proposal we have put forward has, therefore, nothing surprising about it, and there is no need of… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 2FARM SCHOOL CULTURE AND THE V ALORIZATION OF THE PERSONALITY: How DoEs LIVING ON THE LAND CONTRIBUTE TO V ALORIZATION? by… |
Sequence 6to other environments who seem transformed to us, but are not quite finished "becoming." We also know that… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 1MONTESSORI ERDKINDER: THE SOCIAL EVOLUTION OF THE LITTLE COMMUNITY by David Kahn This talk was delivered in Sydney,… |
Sequence 2of place as a consequence, and so that they may adapt in any surroundings. The adaptation will then manifest itself by &… |
Sequence 3I would like to present two examples of Little Communities as prepared environments: Colegio Montessori de Tepoztlan in Mexico… |
Sequence 14stand, a hotel, a youth hostel-all of which provide an educational syllabus for integrated work and study. The Hershey… |
Sequence 2THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |
Sequence 3After twenty-seven years of conferences, colloquia, grassroots organizing, program implementation, and international… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 6Botanical Garden in the development of adolescent respon- siveness to the impact of urban sprawl on the natural world; • the… |
Sequence 77. allowing for individual and social outreach programs of greater complexity where the student assumes adult-like re-… |
Sequence 13• a formal connection to a place of higher learning • an historic or actual connection to farming or other kinds of harvest… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |