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Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 3The Institute provides the school with all the usual maintenance services such as grounds keeping, laundry, building repair,… |
Sequence 1RED CLOUD INDIAN SCHOOUS MONTESSORI PROGRAM by Joseph A. Fairbanks Red Cloud Indian School is located on the Pine Ridge… |
Sequence 2is to develop the interest of the child, and the pedagogical basis of the whole school is the developmental needs of the child… |
Sequence 4involved. It was based on diffel'enth1tion and individuation which is a holis- tic pl'ocess. It was not just a… |
Sequence 18SUGGESTED BIBLIOGRAPHY Plants: Activities with leaves and seeds. Florian, Douglas. Discovering Trees. New York: Charles… |
Sequence 17forming of the given material. For example, the first gift is a box containing six woollen balls of different colors. The… |
Sequence 8increased funding to make PCCs available in every community as part of a continuum of preventive services. Local Efforts at… |
Sequence 2everything else that's imponanc in the schools, and that everything that is imponanc in the school is affected by the… |
Sequence 7difficulties. Now there is a tendency to do away with tensions by eliminating difference rather than harmonizing difference… |
Sequence 1-0 Model Montessori 2000 □ Montessori 2000 Design ■ Existing Design Middle School |
Sequence 6informed by their child's process of learning, early intervention is real, and Montessori principles are actualized in… |
Sequence 15Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 3Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 79informed by their child's process of learning, early intervention is real, and Montessori principles are actualized in… |
Sequence 84-0 □ Montessori 2000 Design ■ Existing Design Model Montessori 2000 Middle School |
Sequence 7of my ·career was washing dishes with Bernard Shaw after a very large social gathering. Bernard Shaw's share of the… |
Sequence 4their peers and teachers. They also face personal challenges on the ropes, where they conquer their fears in a supportive… |
Sequence 8middle school program. The young people and their parents jointly create their learning plan with the teacher's guidance… |
Sequence 49Insurmountable Difficulties • Urban setting, public school. • Inner city school ... experience things in our community as… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 3TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long John Long compares the early-childhood and adolescent levels of… |
Sequence 75TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long John Long compares the early-childhood and adolescent levels of… |
Sequence 4lecture extensively to wider audiences, including a combined session of the 53rd annual convention of the National Education… |
Sequence 21they run the risk of failing to engage the very thinking processes which enabled the great figures of the modern era to… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 10an opportunity for caring for the environment had grown out of the normal routine of the day. By having the requisite… |
Sequence 1To DANCE WITH THE ADOLESCENT by Larry Schaefer Dr. Schaefer's vivid metaphor of the dance unites his vision of… |
Sequence 21I insisted that Baxter not be medicated as a condition of his entering our class. How could he slay his dragon if we tampered… |
Sequence 23concrete example in a school environment that exemplifies a doing to approach or a working with approach. If it's one… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 7Its principal feature never changes. It is "application to work." An interesting piece of work, freely… |
Sequence 18• The amount of student participation in the development of the new dorm triggered a response in me that the children should… |
Sequence 3graduate students who will become practicing farmers. Montessori herself also makes the distinction that Erdkinder students… |
Sequence 5the pumpkins are marketed to the public and the study of economics flourishes. Another example of an interdisciplinary… |
Sequence 9during the year. At the North Country School, there occurs a Harvest Day during the fall, in which the entire school… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 19ANTI-CONSUMERISM RESOURCES Consumer Alert 1001 Connecticut Ave. NW Suite 1128 Washington DC 20036 202-467-5809 fax 202-… |
Sequence 10Other songs may be used in this same way. An example of a song typically found in a children's music book is "… |
Sequence 7this afternoon. Montessori suggested that children concentrate when they focus their attention, their energies, on a single… |
Sequence 11which has the ability to think, i.e., they can order their thoughts into classes. There are no sharp boundaries in the natural… |
Sequence 202which has the ability to think, i.e., they can order their thoughts into classes. There are no sharp boundaries in the natural… |
Sequence 11"Oh, well-you mean, don't give them any?" And I said, "Yes, don't give them any problems… |
Sequence 19the socialization of psychological complexity) (see Csikszentmihalyi & Rathunde, "Development";… |
Sequence 31everybody that all of the research on the advantages of babies signing has come from these two authors, so I'm just… |
Sequence 15TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long In the evolution of the urban Montessori adolescent programs, the… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 7Do they love them? Yes, they do. Do they want to do those little fasteners? Yes, they do. My granddaughter, at seventeen… |
Sequence 17At this same school, the children in the early school care program would come to one building to have their breakfast and do… |
Sequence 1THE DEVELOPMENT OF COORDINATED MOVEMENT by Silvana Quattrocchi Montanaro Dr. Montanaro discusses the stages of movement in… |
Sequence 2PRENATAL INFLUENCES ON THE BRAIN by Lise Eliot Dr. Eliot' s clear scientific explanation of embryology and prenatal… |
Sequence 11One at a time, children step up, quite literally, to adulthood. Yet there are other models of childhood that we can also draw… |
Sequence 11I will consider each of the three points that must guide those who seek to assist the child's self-construction in the… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 14pa per letters, and the words for the sensorial attributes. In spite of this, I started noticing how the children were… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 38Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 6We're learning more about social interaction than actual academics. The fact that Montessori and current motivation… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 3They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 11each of the sounds that we use when we speak has a picture of itself, just like the photograph we can have of ourselves. In so… |
Sequence 13adolescent to prick our consciences with old and new mysteries that allure us into deeper teachings and perhaps into a whole… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 9and two years and is tradition- ally referred to as the "opposi- tion crisis." The beginning of this… |
Sequence 6We could compare the place where the government is found, to a strong fortified castle. And the river that feeds the workers,… |
Sequence 9Let's go back to the castle. It seems isolated, but we can see five gateways which are connected with the department of… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 12and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 2dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 13Thursday: yogurt, muffins, juice, milk Friday: eggs, toast, juice, milk Even the youngest children can crack and cook their… |
Sequence 4Rathunde, Kevin, & Mihaly Csikszentmihalyi. "Middle School Students' Motivation and Quality of… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 7combine affective and rational modes in their most productive work (Csikszentmihalyi). They can be passionate or detached,… |
Sequence 21school settings (e.g., extracurricular activities) that provide more hands-on, active, and exploratory activities (Rathunde… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 4think about their long-term goals for their kids; looking backward means inviting them to reflect on what things were like… |
Sequence 15eh i ldren. You have to get some money if you work in an industrialized society. But there's nothing, including grades,… |
Sequence 3a question on something you sent out. So, we thought they really needed to experience it. The first time we did the Journey-… |
Sequence 10the Journey to put out the Saturday materials, so that on Friday night everything could be on the shelves just like the… |
Sequence 19WHvTwo DAvs? When I came back to the Barbara Gordon Montessori School ten years ago, I was dumbfounded to find that they had… |
Sequence 2LEARNING TO LOVE THE NATURAL WORLD: A UNIFYING MESSAGE FOR p ARENTS AND TEACHERS by Louise Chawla Louise Chawla's… |
Sequence 149m l~1:.11i, ''I ll I l I i,, -,1, I I IHJ 111 J Playing the didgeridoo, Wadja Wadja High School, 2005… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 14the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 7This sounds very much like a Montessori perspective, right? He also thought that this inner nature was vulnerable and could… |
Sequence 10intrinsic motivation and engagement? That's how you get a disembod- ied mind: You cut off the personality from a holistic… |
Sequence 8Reflections: What is your school's mission statement? To what extent do students and parents have an opportunity to… |
Sequence 41I wnlked bnck to the gnte with !he four- n11d five-yenr-olds who hnd nrrived enrly, tnking them two nt n time. "I… |
Sequence 22It was hypothesized, consistent with the argument in this chapter, that students in Montessori middle schools would report… |
Sequence 27ties, a combination that allows cognition (e.g., cri tica I thinking) to be informed and inspired by felt emotion. He further… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 2UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 12We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |