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Sequence 11phy of human development which demonstrates permanence. This is not the usual way educational reform works. Modern educational… |
Sequence 5own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 4Out of this effort came such innovations as Afro-centric and multicultural schools and the incorporation of models with proven… |
Sequence 1THE THEORY OF MULTIPLE INTELLIGENCES: IN SUPPORT OF MONTESSORI by David Kahn The November 1995 NAMTA conference entitled… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 14the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 3manifestations of intelligence than a fragmented intelligence. I still believe in a cosmic intelligence, of which we are all… |
Sequence 3part of nature's provisions. But to be always thinking of the mind, on one hand, and the body, on the other, is to break… |
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 29good because they didn't have the interest. So if the parents just provide routine opportunities without knowing what… |
Sequence 2MULTIPLE INTELLIGENCES: PAST, PRESENT, FUTURE by Edward Warburton Givingduecredit toMontessori'sholisticeducation,… |
Sequence 8how we come to know, we just need to figure out the code. Did you hear me mention children, emotional dimensions,… |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 6and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 9initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 18initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 43and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 6respond to this need? How does one develop a sense of identity? As John McNamara has often said, the answer lies in… |
Sequence 6is no doubt that this is good advice in many cases because of the benefits that flow from thinking before acting. However,… |
Sequence 18ualization of flow and Montessori's idea of normalization as a period of deep absorption at the heart of normal… |
Sequence 5Service to the Community: The Art of Living Developing and using our individuality does not preclude serving the community.… |
Sequence 27environment rich in sensory experiences and cognitive challenges will have lasting beneficial effects, while early… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 2The English school took a huge step forward with Charles Spearman's invention of factor analysis. Using this technique,… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 13test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 29Here's what I think makes sense in a school, and I think many of you wiJI agree with this, and then Twill proceed to some… |
Sequence 5"Mainstreaming," or the inclusion of "identified special needs chil- dren" into regular… |
Sequence 4and to develop, as American developmental psychologist, author, and Harvard professor Howard Gardner would say, their &… |
Sequence 19Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 13213 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century children to become ecologically literate and… |
Sequence 4AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 2The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 87The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 108AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 88The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 109AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 109NAMTANEWS Montessori in the Public Schools: A Finished Documentary NAMTA traveled with cameras and lights to four cities… |
Sequence 17phy of human development which demonstrates permanence. This is not the usual way educational reform works. Modern educational… |
Sequence 74own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 128Out of this effort came such innovations as Afro-centric and multicultural schools and the incorporation of models with proven… |
Sequence 4MONTESSORI: REVELATIONS OF INTELLIGENCE THE THEORY OF MULTIPLE INTELLIGENCES: IN SUPPORT OF MONTESSORI… |
Sequence 7THE THEORY OF MULTIPLE INTELLIGENCES: IN SUPPORT OF MONTESSORI by David Kahn The November 1995 NAMTA conference entitled… |
Sequence 11IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 24the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 72manifestations of intelligence than a fragmented intelligence. I still believe in a cosmic intelligence, of which we are all… |
Sequence 89part of nature's provisions. But to be always thinking of the mind, on one hand, and the body, on the other, is to break… |
Sequence 101games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 111obey their natural laws and thereby exist harmoniously. Humanity- all those who have preceded the child-gives endless lessons… |
Sequence 250PREMIERE CONFERENCE FOR SPRING IS SCHEDULED AT SKAMANIA LODGE Mihaly Csikszentmihalyi's best-selling book Flow… |
Sequence 237good because they didn't have the interest. So if the parents just provide routine opportunities without knowing what… |
Sequence 214MULTIPLE INTELLIGENCES: PAST, PRESENT, FUTURE by Edward Warburton Givingduecredit toMontessori'sholisticeducation,… |
Sequence 220how we come to know, we just need to figure out the code. Did you hear me mention children, emotional dimensions,… |
Sequence 200ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 204and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 222MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 229initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 481respond to this need? How does one develop a sense of identity? As John McNamara has often said, the answer lies in… |
Sequence 529is no doubt that this is good advice in many cases because of the benefits that flow from thinking before acting. However,… |
Sequence 541ualization of flow and Montessori's idea of normalization as a period of deep absorption at the heart of normal… |
Sequence 555Service to the Community: The Art of Living Developing and using our individuality does not preclude serving the community.… |
Sequence 186environment rich in sensory experiences and cognitive challenges will have lasting beneficial effects, while early… |
Sequence 114THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 12The English school took a huge step forward with Charles Spearman's invention of factor analysis. Using this technique,… |
Sequence 77How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 89test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 59Here's what I think makes sense in a school, and I think many of you wiJI agree with this, and then Twill proceed to some… |
Sequence 50"Mainstreaming," or the inclusion of "identified special needs chil- dren" into regular… |
Sequence 46and to develop, as American developmental psychologist, author, and Harvard professor Howard Gardner would say, their &… |
Sequence 179Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 223213 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century children to become ecologically literate and… |
Sequence 62AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 83The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |