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Sequence 2best conduct a collaborative project which would provide impartial involvement of both AMI and AMS. With the assistance of NAM… |
Sequence 1DEVELOPING THE MATHEMATICAL MIND by Kay M. Baker Referring to contemporary developmental psychologists, Kay Baker builds a… |
Sequence 7Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 12K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 6K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 11Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 1SOME THOUGHTS ABOUT THE SPIRITUAL DEVELOPMENT OF THE TEACHER by Kay Baker Kay Baker's succinct speech (presented at the… |
Sequence 1Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 1OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 5our hours were changed. This time we had a dismissal time of 3:00 p.m. to ensure that our dismissal did not interfere with the… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 1Kay Baker 170 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 1THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 1THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL PERSPECTIVES by David Kahn As a proponent of the who/e-sc/100/… |
Sequence 8The importance is to go from the study key to reality outside the school walls using the discipline as the structure of the… |
Sequence 2itself through his or her acquisition and continua- tion of culture. • Each discipline is embodied in great lessons for the… |
Sequence 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 4We've all heard the expression, "If it's worth doing, it's worth doing well." I think it was… |
Sequence 15student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 1the significance of the hand for the elementary years by Kay Baker The use of the hand is a physiological sequence. The… |
Sequence 7203 Sackett • “The Lines That Make the Clouds” the intelligence itself, the “form of the mind” which (as Montessori stated)… |
Sequence 19215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 1QuesTiOn and answer: ObservaTiOn in The eleMenTary classrOOM by Kay Baker In this article, Kay Baker sets out to answer the… |
Sequence 1256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 1Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 1Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education by Annette… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 14AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 1Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 4Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 11Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 105Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 138AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 151Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 163Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 1Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a student in the elementary course she… |
Sequence 12Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 106Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 139AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 151AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 152Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 164Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 167AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 254 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 IN REMEMBRANCE: ANNETTE HAINES, KAY BAKER AND JOEN BETTMANN Deborah… |
Sequence 3In Remembrance 55 Robyn Milos was trained by Annette Haines and was later invited by Annette to help ad- ministrate the… |
Sequence 1ANNETTE HAINES ________________________________________________________________________ Dr. Annette Haines is an… |
Sequence 1KAY BAKER _________________________________________________________________________ Kay Baker was an internationally… |
Sequence 3way for future generations of Trainers and Guides. If you haven’t read her work, make time to do this - Every article is a… |
Sequence 2152 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 duced to the Montessori community for the first time at these conferences… |
Sequence 4154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 In September, 1996… |
Sequence 1"Life is a Series of Rebirths" by David Kahn The 1983 Summer Institute One did not know what to expect at… |
Sequence 2the leadership of Barbara Gordon - quiet, persuasive, and able to bring a community of teachers and parents together in a… |
Sequence 3Ko,·ach. Hi/dick, Sullivan workshop parricipanls. pointed between the workshops were NAMTA media events reminding participants… |
Sequence 137NAMTA Workshops Winter.:__Spring 1988 PREVIEWS SEA'ITLE WASHINGTON March 5, 6, 1988 CULTIVATING THE HARMONIOUS… |
Sequence 90best conduct a collaborative project which would provide impartial involvement of both AMI and AMS. With the assistance of NAM… |
Sequence 89DEVELOPING THE MATHEMATICAL MIND by Kay M. Baker Referring to contemporary developmental psychologists, Kay Baker builds a… |
Sequence 201PARENT EDUCATION MAGAZINE.5 UNDERWAY NAMTA board members"l1ave authorized rhe publication of an expanded parent… |
Sequence 89Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 94K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 152THE MONTESSORI TEACHER EDUCATION COLLABORATIVE The Collaborative is pleased to announce four new courses. The selection of… |
Sequence 117AM I trained elementary and primary teachers wanted for a growing school with strong par- ent support located in beautiful… |
Sequence 1THE Vol. 18, No. 1 Winter 1993 Reinventing Montessori Edilorial Reinventing Montessori: Perils and Possibilities by David… |
Sequence 5REINVENTING MONTESSORI ~ EDITOR/Al REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn… |
Sequence 104SOME THOUGHTS ABOUT THE SPIRITUAL DEVELOPMENT OF THE TEACHER by Kay Baker Kay Baker's succinct speech (presented at the… |
Sequence 213MONTESSORI TEACHER EDUCATION COLLABORATIVE 11424 Bellflower Road NE Cleveland, OH 44106 (216) 421-1905 fax (216) 421-8193… |
Sequence 221~ MONTESSORI TEACHER EDUCATION COLLABORATIVE INQUIRE ABOUT TRAINING TODAY! w ASHINGTON, DC, SUMMER PRIMARY COURSE (AGES 3… |
Sequence 1Montessori: Revelations of mtelllgence 1be Tlleory of Multlple ,.,,,...._..: Ill Support of Mataod byDavidKahlt If Binet… |
Sequence 4MONTESSORI: REVELATIONS OF INTELLIGENCE THE THEORY OF MULTIPLE INTELLIGENCES: IN SUPPORT OF MONTESSORI… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 6Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joan Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 7THE ADOLESCENT COLLOQUIUM OCTOBER 3-6, 1996 SUMMARY OF THE PROCEEDINGS compiled and edited by Renee Pendleton This… |
Sequence 50Another issue is about the needs of the adolescent: What are these needs, as opposed to wants, and as opposed to to the… |
Sequence 55QUESTIONS David Kahn asked whether a decontextualized, component-by-compo- nent analysis is really how Montessorians operate… |
Sequence 63Strilli asked him to consider a child who has never been in a Montessori school but is "the manifestation of what… |
Sequence 67Tom Postlewaite said that we have a plan and it is time to "concretize that plan." Yet ques- tions remain… |
Sequence 71p ARTICIPANTS IN THE ADOLESCENT COLLOQUIUM Kay Baker is AMI Elementary Director of Training at the Washington (DC)… |
Sequence 344NAMTANEWS Fall Workshops Bring New Partnerships From the Children's House to the Statehouse: Making the Network Work… |
Sequence 348PRESENTING.,, Kay Baker is AMI Elementary Director of Training at the Washington (DC) Montessori Institute. Wmfried Bohm is… |
Sequence 350ascertain the usefulness and influence of Montessori education for the future. 12:00 noon-2:00 pm Luncheon: The Montessori… |
Sequence 352first Montessori training in South Africa, the country has experi- enced the burgeoning growth of Montessori schools (nearly… |
Sequence 379Grace and Courtesy-A Human Responsibility July 23-26. 1998 Oak Brook, Illinois Dedicated to Mario Montessori Conference… |
Sequence 259NAMTANEWS MULTI-THEME CONFERENCES ATTRACT Gooo ATTENDANCE Nearly 160 attended Discovering the Child's True Nature, NAMT… |
Sequence 247NAMTANEWS MONTESSORr/Csn<SZENTMIHALYI RESEARCH PROJECT DEFINES GENERAL PARAMETERS Mihaly Csikszentmihalyi, well… |
Sequence 248The study will be done in cooperation with the University of Chicago's Department of Psychology and the Peter Drucker… |
Sequence 57Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 1Volume 26 Number 1 Winter 2001 N·A·M·T·A J 0 u Montessori's Great Work: Our Gift for the Future Celebrating… |
Sequence 4MONTESSORI'S GREAT WORK: OUR GIFT FOR THE FUTURE CELEBRATING MoNTESsoRr's GREAT WORK: OuR GrFT FOR THE FUTURE… |
Sequence 9unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 76OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 247The world is their Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. Primary Course (ages 3---6… |
Sequence 221The world is their Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. Primary Course (ages 3--6… |
Sequence 4ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS ALIGNING MONTESSORJ SCHOOLS WITH TRUE MONTESSORJ ESSENTIALS… |
Sequence 80our hours were changed. This time we had a dismissal time of 3:00 p.m. to ensure that our dismissal did not interfere with the… |