Search Inside Documents
Displaying results 1 - 100 of 1931
Sequence 15Butwhat,abovo i, ouches MariaMortessor's har s amazig venton of rolos eegraony. he work of h s contamprey Mtcan 41 &… |
Sequence 16York and docs i har Sauth Brookin pier —th ond o vayage lstng hitsen days ndhe g o Moniessor s Amrean o “Tho Americantouris… |
Sequence 45accompieisao o chalenge o prolcting th auhantiy of O Monissor s deals. s, Tha wi VoW much et wok and much ora money A roa… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 3are meant to be - is only a classroom full of Montessori materials and children's furnitw-e. It lacks the spirit of… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
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 3Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59. Montessori, Maria. (1967). TM Abs… |
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 8Lieberman, Philip. (1984). The Biology and Evolution of Language. Cambridge, Massachusetts: Harvard University Press. Moerk,… |
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 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
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 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 8already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 1OBSTACLE HUNTING: A "PRACTICAL" FOR TEACHERS by Nikki Hughes Ms. Hughes gives a li,ghthearted examinat:ion… |
Sequence 2get out of the way. However, dealing with obstacles is integral to training successfully and is one important aspect of… |
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 4Assistants to Infancy can provide parents, who are the "natural special educators," with information about… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
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 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 2here only about the part chat goes on in schools. That's partly why I say "to help cultivate" rather… |
Sequence 4be something unusual about this one. It is certainly not that it can offer empirical evidence of success in all those fields… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 4perspective, education becomes a process of assisting human develop- ment, working coward full and whole construction. le… |
Sequence 8ment are facilitated as children gradually explore issues of leadership, problem-solving, conflict resolution, social… |
Sequence 13within the school and therefore more often assumes a broad leadership role, there is a general acknowledgement of what has… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 5PHASE 2 0 YEAR Two IMPLEMENTATION AT PILOT SITES 1993 - 1994 Two weU-established, exemplary Montessori programs representing… |
Sequence 23PHASE 2 0 YEAR Two IMPLEMENTATION AT PILOT SITES 1993 - 1994 Two weU-established, exemplary Montessori programs representing… |
Sequence 1APPENDIX I HERSHEY MONTESSORI ERDKINDER PROJECT A Preliminary Proposal by Michael Bagiackas Hershey Montessori School has… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
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 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 17servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 5OUTREACH SERVICE CURRICULUM Ruffing Montessori Middle School Cleveland Heights, Ohio by Patricia Ludick Today's… |
Sequence 10teachers of history. We must become students of history because a knowledge of the past is essential to thinking clearly. I… |
Sequence 2The articles in this NAMTA]ournal, while they are compatible with Montessori thought, are not meant to represent the… |
Sequence 2physiology. In the past, teeth were strong instruments meant for ripping and cutting. This little technological discovery, the… |
Sequence 9References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
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 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
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 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 5and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
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 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
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 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
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 4human functioning. The goal is adaptation-preparing the adoles- cent not for a particular task or post, but to be able to… |
Sequence 7is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
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… |