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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 4one, because we don't have the need to distinguish snow conditions in the way that Eskimos do. Verbal/linguistic… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 3THE EPIC OF EVOLUTION CONFERENCE: TAKING THE JOURNEY BACK HOME by Kathleen Allen and Gerard Leonard Kathleen Allen and… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 9Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 4The Story of our Universe is the most awe-inspiring tale that ever could be told. New dimensions are added to it almost… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 18Listen to this poem by twelve-year-old Matthew: Plants Making animal life possible, The gracefully growing plants are near… |
Sequence 13established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 11assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 182assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 200established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 9· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 6pendence practiced on a daily basis with real roles, and the adult-like responsibilities connected with the spiritual and… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 2TttEPROLOGUEOFTHESTORY That story is meant to be the grand overture to all of cosmic education, and it is told to the six-… |
Sequence 18tures, reading both prose and poetry, singing, and the question game. Enrichment of vocabulary-learning all the names of all… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 10In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 2Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 6reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 11AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 13ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 2MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 6The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 18The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 22MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 27ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 29AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 34reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 238In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 16The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 58Psycho-Disciplines, continued For more than a decade in Barcelona, with the collaboration of her son, Mario Montessori, Dr… |
Sequence 62The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 174Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 6Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 7for places in college and the work force. The term "chalk and talk" is used to describe the methods whereby… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 896 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 shoulder are a trinity in themselves. The hand is related to the nervous… |