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Sequence 2250 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 1following The familY: an overview of The BirTh-To-six research ProjecT by Jacqueline Cossentino Jacqueline Cossentino’s… |
Sequence 254 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 355 Cossentino • Following the Family six. The core of the study entails the development of ethnographic case studies from… |
Sequence 456 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 their respective missions. Guinan refers to Montessori as “the theory of… |
Sequence 658 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 guide Charo Alarcón, “Nothing is ever the same.” Clearly these stories… |
Sequence 363 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 464 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 565 Begin • Montessori Early Childhood Education in the Public Sector Regulations and Oversight • : These Montessori… |
Sequence 1474 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the following year. Concurrently, the program targets advertising to… |
Sequence 1676 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Unlike the previous organization, this program is not able to allocate a… |
Sequence 1878 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 modifications. An example of the extra efforts required when starting a… |
Sequence 1979 Begin • Montessori Early Childhood Education in the Public Sector Staffing and Training These schools all sought well-… |
Sequence 2181 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 2282 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 diverse student population. Furthermore, with proper investment and some… |
Sequence 2484 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 young children from economically diverse backgrounds and their families… |
Sequence 2787 Begin • Montessori Early Childhood Education in the Public Sector aPPendix a research inTerview ProTocol Early Childhood… |
Sequence 8110 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Crossway’s emphasis is on providing the highest quality early childhood… |
Sequence 1an overview of The Bachman lake communiTY school by Tom Loew Tom Loew says that East Dallas Community Schools have been… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to us. We’ve been doing it for decades, and our mode has been to start… |
Sequence 5117 Loew • An Overview of Bachman Lake Community School as Teachers educators are assigned families base on perceived need.… |
Sequence 1common Toddler Behaviors and waYs To keeP calm by Mary Santelman Mary Santelman discusses all forms of biting, the labeling… |
Sequence 1Feature joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy and engagement together,… |
Sequence 4186 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Let’s look at this quotation from a Montessori perspective. “… |
Sequence 7189 Andrews • Joyful Engagement fully engaged, are fully in the moment, and experience what the psychologist Mihaly… |
Sequence 1Feature “The lines ThaT make The clouds” The essence of The maThemaTical mind in The firsT six Years of life by Ginni… |
Sequence 3199 Sackett • “The Lines That Make the Clouds” and the mind it supports. It is one of many abstractions (the absor- bent… |
Sequence 5201 Sackett • “The Lines That Make the Clouds” Order: Montessori describes order as forming the • basis of the human mind.… |
Sequence 7203 Sackett • “The Lines That Make the Clouds” the intelligence itself, the “form of the mind” which (as Montessori stated)… |
Sequence 9205 Sackett • “The Lines That Make the Clouds” personality in just the same way as hereditary features of the body are… |
Sequence 11207 Sackett • “The Lines That Make the Clouds” for evaluating anything made available for a young child’s activity. The… |
Sequence 13209 Sackett • “The Lines That Make the Clouds” the relationships between and among the accumulated data to cre- ate accurate… |
Sequence 16212 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Montessori advises us here that by harnessing this natural process, we… |
Sequence 17213 Sackett • “The Lines That Make the Clouds” new patterns of connection built onto the logical sequence, order, and… |
Sequence 19215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 4220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
Sequence 5221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
Sequence 1BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks describes Raintree Montessori School, an exemplary inclu… |
Sequence 37 Shanks • Building the Inclusive Montessori School intelligence. Would she have been accepted into your school as a child?… |
Sequence 48 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lation as a whole. I believe that it is best to place young children in… |
Sequence 610 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 familiar to Montessori practitioners, social inclusion is achieved when… |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 1418 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion with feedback and modeling of techniques from an expert to an… |
Sequence 1923 Shanks • Building the Inclusive Montessori School awful conditions in state institutions, were suddenly able to learn… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the buttons and buttonholes, to stand out. In simple terms, reducing… |
Sequence 3034 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 2013). It is not the attitudes of children cited so often by researchers… |
Sequence 1iMPleMenTing inclusion Theory inTo PracTice by Catherine Nehring Catherine Nehring is a passionate advocate for inclusion… |
Sequence 442 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 it that I came to the splendid results of my experiences and method for… |
Sequence 644 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 a Montessori environment, which is vastly more informative than seeing… |
Sequence 846 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Answering the question, “Will you take my child?” then becomes an issue… |
Sequence 1553 Nehring • Implementing Inclusion Theory into Practice Are medical service providers willing to work with • you? Are… |
Sequence 1654 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |
Sequence 1755 Nehring • Implementing Inclusion Theory into Practice an educational paradigm born out of the medical sciences as it is… |
Sequence 1856 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 resources available) to engage in medical pedagogy, as well as sci-… |
Sequence 2058 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 demic weaknesses then become the goals on their Individualized Education… |
Sequence 2159 Nehring • Implementing Inclusion Theory into Practice Answering the Question, Will My Child Receive the Necessary… |
Sequence 2260 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the answer: Because neurotic and deficient children go to the domain of… |
Sequence 2361 Nehring • Implementing Inclusion Theory into Practice gogy. This represents a multidisciplinary approach where scientific… |
Sequence 2563 Nehring • Implementing Inclusion Theory into Practice ---.The 1946 London Lectures. Ed. Annette Haines. Laren, The… |
Sequence 1MulTiculTural inclusion in an urBan seTTing by Martha Urioste Martha Urioste tells a compelling history of public sector… |
Sequence 569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 872 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion. I was greeted with respect by the office staff and the Mitchell… |
Sequence 973 Urioste • Multicultural Inclusion in an Urban Setting Montessori organizations such as NAMTA, AMI, AMS, and individuals… |
Sequence 1074 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 was assigned an experienced national Montessori coordinator to assist me… |
Sequence 1175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 1276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 1478 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Meanwhile, after nine years of the Ten Steps to Montessori Imple-… |
Sequence 1579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 1680 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 only quadrant of the city voting “yes” for the bond election. Bur- dened… |
Sequence 1781 Urioste • Multicultural Inclusion in an Urban Setting ings were held at Manual High School and other locations. The DPS… |
Sequence 1983 Urioste • Multicultural Inclusion in an Urban Setting staff members had packed all of the materials from every classroom… |
Sequence 2084 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 oped a plan of action demonstrating that the Denison community should be… |
Sequence 2185 Urioste • Multicultural Inclusion in an Urban Setting time. Parents, teachers, children, and the community were unified… |
Sequence 2286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 followed successfully during these challenging times! “Never doubt that… |
Sequence 1folloWing The chilD for real by Jennifer O’Toole Jennifer O’Toole has an entertaining speaking and writing style and is a… |
Sequence 393 O’Toole • Following the Child for Real I am no Elizabeth Cady Stanton. I am no Dr. Martin Luther King, Jr. But I am an… |
Sequence 696 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Spectrum kids are normally developing but according to their own DNA,… |
Sequence 1a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires the reader to consider how a truly inclusive… |
Sequence 3109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 5111 Dattke • A Montessori Model for Inclusion [These five conditions are necessary for successful inclusion but do not… |
Sequence 7113 Dattke • A Montessori Model for Inclusion the coordination of medical, psychological, thera- • peutic, social, and… |
Sequence 9115 Dattke • A Montessori Model for Inclusion dom of independent action. Freedom of choice and independent action, in turn,… |
Sequence 11117 Dattke • A Montessori Model for Inclusion proach, the interest of the child is always at the center. Supporting this is… |
Sequence 12118 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The PaTh To DeveloPing inclusive schools More inclusion is feasible if… |
Sequence 13119 Dattke • A Montessori Model for Inclusion and spiral out and should include input, testing, and reflection. Support… |
Sequence 1coMMunicaTing WiTh The faMily for The chilD’s BesT chance for success by Joachim Dattke Joachim Dattke describes a holistic… |
Sequence 1Children Who Make artiCulation errors: a Guide’s resourCe for developinG speeCh sounds in a Montessori environMent by Pam… |
Sequence 5143 Shanks • Children Who Make Articulation Errors not discriminate the error sounds. In order to learn to discriminate… |
Sequence 12150 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 For older children who are working at a word level, dictation also… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 4156 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 suMMary of relaTeD liTeraTure revieW The pedagogical approach Montessori… |
Sequence 5157 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL Therefore, children in Montessori environments are able… |
Sequence 6158 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing with concrete manipulatives to understand abstract concepts might be… |
Sequence 7159 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL knowledge in the conscious memory, and no opportunity is… |
Sequence 8160 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The words are placed on color-coded cards in order to make it possible… |
Sequence 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 3173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |