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Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 20higher than the traditional groups. In regard to effects of preschool and type of kindergarten program, Montessori children… |
Sequence 2Jensen, J. & Kohlberg, L. (1966). Report of a ,-e,earch and denwnatrotion proj«t f01' culturolly duadvantaged… |
Sequence 5Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 9--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 40--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 7is under construction. Everything that has been absorbed uncon- sciously during the first three years we revisit repeatedly… |
Sequence 16had no dishes, not even a cup, and dwelt alone in a tub-although Al.exander himself claimed if he had to live any other life… |
Sequence 26types of content and methods that research has shown to be effective for students with dyslexia and other poor readers. If… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 3the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 4and to develop, as American developmental psychologist, author, and Harvard professor Howard Gardner would say, their &… |
Sequence 5There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 6naturally to me, because 1 felt it was a sign of weakness: I asked for help. 1 called the Montessori Institute. Miss… |
Sequence 8cept our individual situation, taking the best and leaving the rest. Most of us bemoan the fact that the classroom experience… |
Sequence 10spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 12The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 14tells the story of a nature walk with her children in the woods out- side her school in Wisconsin. She was at the head of the… |
Sequence 16and successful adaptation to the culture by the child's own activity on the environment. The well-known phrase of the… |
Sequence 18plant. We dug it up, brought it in, and r proceeded to give the lesson, hopefully projecting the same sense of wonder and… |
Sequence 18186 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behaviors, and when we are frustrated, it undermines our relation- ships… |
Sequence 1WhaT’s going on WiTh This child? child sTudy for The 21sT cenTury by Allison Jones and Jacqueline Cossentino Allison Jones… |
Sequence 3251 Jones and Cossentino • What’s Going on With this Child? to provide that support through a community of practice focused… |
Sequence 5253 Jones and Cossentino • What’s Going on With this Child? Child Study Protocol Overview This is a protocol for fostering… |
Sequence 7255 Jones and Cossentino • What’s Going on With this Child? needed to be coaxed to enter the classroom, and once inside, fre… |
Sequence 9257 Jones and Cossentino • What’s Going on With this Child? solved problems.” Like Montessori, Greene’s assertion that “kids… |
Sequence 11259 Jones and Cossentino • What’s Going on With this Child? hour every week devoted to the process and a staff member whose… |
Sequence 3078 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 bibliograPHy Berry, T. The Great Work: Our Way Into the Future. New… |
Sequence 1Some Reflections on Religion and the Child by Sanford Jones Successful in his classroom ecumenical approach, Sanford Jones… |
Sequence 3cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 1The Second Plane of Development - Fertile Field for Sowing the Seeds of Culture by Sanford Jones Real problematics as weff… |
Sequence 1Feature Article: The Future of Montessori in America by Sanford Jones Mr. Jones· keynote lecture at the NAMTA Washington… |
Sequence 4to center on the need for the ability to adapt. The pattern of thought that emerged was profound. Ors. Bremer and Salzmann… |
Sequence 1AMI/USA: Form Follows Function by Sanford Jones Mr. Jones describes his direcrions and achievemenrs for his first year as… |
Sequence 1Reorganization of AMI: Administrators Meet at Unicoi by John K. Long "Let us not be limited by patterns of the past… |
Sequence 2issues dominated the discussions: first, the evolving AMUUSA power structure; second, AMI finances; third, AMI responsiveness… |
Sequence 3issues dominated the discussions: first, the evolving AMUUSA power structure; second, AMI finances; third, AMI responsiveness… |
Sequence 4Reorganization of AMI: Administrators Meet at Unicoi by John K. Long "Let us not be limited by patterns of the past… |
Sequence 1Dramatic Experiences for Children by Sanford Jones With the adroitness of a folk arrist. Mr. Jones relates how he nurtures… |
Sequence 2728 Dunlap, Marianne. (1985). Notes from the meeting of 9-12 teachers. EAA Newsletter, Q, 1-3, (3). Dranginis, Rita. (… |
Sequence 3031 Gupta, R. K. (1964). Consciousness and the child. Around the Child, .2_, 42-45, (4). Hillman, Rebecca. (1968, Fall… |
Sequence 3536 Berliner, Michael S. (1975). Montessori and social development. The Constructive Triangle, l, 54-64, (10).… |
Sequence 6970 Holmes, H. W. (1912). The Montessori methods. Education, 33, 1-10, (6). Holmes, Henry w. (1913). Promising points in… |
Sequence 114115 Lalkaka, Smt. Pareen. (1957). Recreation for children, Around the Child, 1_, 28-31, (4). Michaels, Bonnie. (1977… |
Sequence 115116 Jones, Sanford, (1983). Introduction to the music workshop, In AMI Study Conference: August 1982. (pp. 61-63).… |
Sequence 130132 Reports of national Montessori societies, AMI and training centers etc. 1979-80, Communications, ill, 21-44, (24).… |
Sequence 139Donahue, Sonja M. (1976). Montessori echoes. The Constructive Triangle, l, 26-29, <4>. Editor. (1913). A… |
Sequence 164166 Jones, Sanford. Quarterly, (1976). Some reflections on religion and the child. !, 13-15, (3). Kahn, Barbara. (1983… |
Sequence 183Child, c. M. (1924). PhJsiological foundations of behavior. Henry Holt, Co., (346 . New York: Coghill, G. E. 0929). Anatomy… |
Sequence 200202 Hanrath, c. .!., 7-8, (1972). (2) . First AMI training course in Mexico. Comnrnunications, l Harmon, Thomas. (1967… |
Sequence 96SPECIAL NOTICE NAMTA ELECTIONS NAMTA officers wish to propose a change of the By-laws which will mean that officers will be… |
Sequence 103A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 38higher than the traditional groups. In regard to effects of preschool and type of kindergarten program, Montessori children… |
Sequence 64Jensen, J. & Kohlberg, L. (1966). Report of a ,-e,earch and denwnatrotion proj«t f01' culturolly duadvantaged… |
Sequence 114Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 144WHOLE LANGUAGE CONFERENCE IN HOUSTON WELL-RECEIVED ln January, Mary Boehnlein and Hildegard Solzbacher presented another… |
Sequence 182we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 188Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 207--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 150is under construction. Everything that has been absorbed uncon- sciously during the first three years we revisit repeatedly… |
Sequence 145had no dishes, not even a cup, and dwelt alone in a tub-although Al.exander himself claimed if he had to live any other life… |
Sequence 234types of content and methods that research has shown to be effective for students with dyslexia and other poor readers. If… |
Sequence 44CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 45the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 46and to develop, as American developmental psychologist, author, and Harvard professor Howard Gardner would say, their &… |
Sequence 47There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 48naturally to me, because 1 felt it was a sign of weakness: I asked for help. 1 called the Montessori Institute. Miss… |
Sequence 50cept our individual situation, taking the best and leaving the rest. Most of us bemoan the fact that the classroom experience… |
Sequence 52spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 54The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 56tells the story of a nature walk with her children in the woods out- side her school in Wisconsin. She was at the head of the… |
Sequence 58and successful adaptation to the culture by the child's own activity on the environment. The well-known phrase of the… |
Sequence 60plant. We dug it up, brought it in, and r proceeded to give the lesson, hopefully projecting the same sense of wonder and… |
Sequence 192186 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behaviors, and when we are frustrated, it undermines our relation- ships… |
Sequence 255249 Jones and Cossentino • What’s Going on With this Child? WhaT’s going on WiTh This child? child sTudy for The 21sT… |
Sequence 257251 Jones and Cossentino • What’s Going on With this Child? to provide that support through a community of practice focused… |
Sequence 259253 Jones and Cossentino • What’s Going on With this Child? Child Study Protocol Overview This is a protocol for fostering… |
Sequence 261255 Jones and Cossentino • What’s Going on With this Child? needed to be coaxed to enter the classroom, and once inside, fre… |
Sequence 263257 Jones and Cossentino • What’s Going on With this Child? solved problems.” Like Montessori, Greene’s assertion that “kids… |
Sequence 265259 Jones and Cossentino • What’s Going on With this Child? hour every week devoted to the process and a staff member whose… |
Sequence 8478 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 bibliograPHy Berry, T. The Great Work: Our Way Into the Future. New… |
Sequence 3MONTESSORI: THE SPIRITUAL QUESTION Editorial Report A Secular Argument for Religious Education. by David Kahn… |
Sequence 17Some Reflections on Religion and the Child by Sanford Jones Successful in his classroom ecumenical approach, Sanford Jones… |
Sequence 59Personals: POSITIONS AVA/lARl,E CALUMET REGION MONTESSORI SCHOOL, 2109 East 57th Ave., Hobart, Indiana 46342 needs person… |
Sequence 61Announcements: SONGS FOR CHILDREN A collection of songs to enhance the life of the child! Appropriate for ages 3-12 $5.00… |
Sequence 7cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 23The Second Plane of Development - Fertile Field for Sowing the Seeds of Culture by Sanford Jones Real problematics as weff… |
Sequence 66Announcement III NAMTA MUSIC MATERIALS TO ENHANCE YOUR CLASSROOM Music Through History These 7•inch, 33 rpm piano… |
Sequence 3834 Feature Article: The Future of Montessori in America by Sanford Jones Mr. Jones· keynote lecture at the NAMTA Washington… |
Sequence 59Advanced Montessori Math (7 -12) and Geometry Workshop by David Kahn, Couer D'alene - Idaho Northwest Couer D'Alene… |
Sequence 40to center on the need for the ability to adapt. The pattern of thought that emerged was profound. Ors. Bremer and Salzmann… |
Sequence 62NAMTA News: NAMTA AND AMI-USA CREATE NEW TEACHER REVIEW PROGRAM NAMT A and AMI-USA are embarking on a new collaboration… |
Sequence 6460 Day I 9:()().12:00 Keyno1e (Jones)" Op1ion I lnlanl 1Maloo0 Op1ion 2 Paren1 Education 1Damusl Op1ton J… |
Sequence 75Teachers: This is what you have waited for! "WALKING ON THE LINE & RHYTHMIC EXERCISES" Sheet… |
Sequence 63------------------------------------, I MUSIC THROUGH HISTORY Three series of piano recordings sponsored by N.A.M.T.A.… |
Sequence 21AMI/USA: Form Follows Function by Sanford Jones Mr. Jones describes his direcrions and achievemenrs for his first year as… |
Sequence 54------------------------------------, MUSIC THROUGH HISTORY Three series of piano recordings sponsored by N.A.M.T.A. Designed… |
Sequence 51Reorganization of AMI: Administrators Meet at Unicoi by John K. Long "Let us not be limited by patterns of the past… |