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Sequence 12References Bjorklund, D.F. ( l 989). Children's thinking: developmental function and individual differences. Pacific… |
Sequence 5Some human establishments to which children can be exposed are: a commercial building or house under construction, telephone… |
Sequence 15As Or. Montessori clearly indicates, our point of departure in presen- tations should be details not the whole. Details… |
Sequence 18many embarrassing situations. We need to explain reasons behind these activities because we are dealing with children who wane… |
Sequence 21desks instead of cables because of che storage space in che desks. The desks also eliminated che problem of scoring things… |
Sequence 33better ways to deaJ with this kind of situation within the framework of rhe Montessori method. Then chere are other kinds of… |
Sequence 2Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 5occupation and Montessori refers to as work of the land. Dr. Montessori writes: ... therefore work on the land is an… |
Sequence 11design. Fusion is a word rhar is used in curriculum more often in these days of school resrrucruring. (I am nor sure that most… |
Sequence 13Infusion points are learning-synthesizing experiences which process human potential at each plane of development. They are… |
Sequence 14ed time (example: comprehensive study of bridges includes social histo- ry, engineering, creative arts, rendering of design,… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 1EDUCATIONAL ADMINISTRATION AND THE MONTESSORI MODEL: A COMPREHENSIVE, INTERDEPENDENT APPROACH by Sharon Kendall Sharon… |
Sequence 2the period of schooling increased, leading to the development of more complex educational arrangements. The emergence of… |
Sequence 3rationalistic, deterministic view. The educational environments she cre- ated were clear alternatives to the traditional… |
Sequence 4perspective, education becomes a process of assisting human develop- ment, working coward full and whole construction. le… |
Sequence 5During the 1970s, the continued enthusiasm for the Montessori method led many private Montessori schools to expand their… |
Sequence 6nizational structure and administrative practice which is consistent with their educational goals and their guiding philosophy… |
Sequence 9The idea of adulr as link challenges rhe traditional view of teacher as "head," directing and defining the… |
Sequence 10and for others. le is this type of freedom within the broader value struc- ture that allows the child ro interact with the… |
Sequence 11(AMI), established by Dr. Montessori in 1929, provides the most com- prehensive approach to teacher training. Other training… |
Sequence 12toward efficiency. Yet such efforts are often impediments co the con- stantly changing and responsive dialectic which is at… |
Sequence 13within the school and therefore more often assumes a broad leadership role, there is a general acknowledgement of what has… |
Sequence 14the humanistic values which form the framework for the school's organi- zation. Freedom is the third component essential… |
Sequence 15specific evencs, yet each retains its own identity and some degree of sepa- rateness (Weik 1978). Individuals and groups… |
Sequence 16I. Organizational change is natural and fundamental; organizations are always in Aux. 2. Mose imporranc organizational… |
Sequence 17Sharing a vision implies defining common values. Values are closely related co our perceptions of reality and the nature of… |
Sequence 19The leader sets che paccern by scimulacing discussion, encouraging dialogue, and opening his or her own actions and decisions… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 1THE IMPORTANCE OF MONTESSORI 2000 New American Schools Development Corporation (NASDC) was founded in 199 l by Lamar… |
Sequence 2in the United States. With all educational levels currently operating in America, the year 2000 calls for the first… |
Sequence 2MONTESSORI 2000 MISSION T he United States of America is thirsting for bold, new education designs. The exponential knowledge… |
Sequence 3thousand Montessori private schools and one hundred public schools in seventy school districts. Montessori schools are… |
Sequence 4While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to… |
Sequence 5Christopher Harris, (Office of Chief State School Officers), and Rexford Brown (Education Commission of the States) will… |
Sequence 42. To better connect teacher-directed and child-directed work; to investigate ways to maximize self-directed activities; to… |
Sequence 6informed by their child's process of learning, early intervention is real, and Montessori principles are actualized in… |
Sequence 7meetings, sleeping, and meals. The premise of a farm is that one can best study and understand the role of technology in the… |
Sequence 10Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,… |
Sequence 13Project M: Middle School Objectives The Montessori Middle School Task Force will consist of seven Montessori practitioners.… |
Sequence 14Project 0: Induction Programming (Implementation Assistance) Objectives Teacher induction has been defined as a transition… |
Sequence 15social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative… |
Sequence 17Academy will encourage training centers to adopt infant and adolescent teacher education programs under the same auspices as… |
Sequence 33a2c + b3 + 3ab2 + 6abc + 3ac2 + 3b2c + 3bc2 + c3• In biology, animal stories acquaint the preschool child with animal lore… |
Sequence 4in America and abroad. It was a favorite early childhood curriculum of the "War on Poverty" of the sixties… |
Sequence 5The following section describes the integration of the design projects into the basic Montessori framework and the culminating… |
Sequence 8Classification Physical Intellectual/ Psychological Social Infant Community (Prenatal to Age Three) Developmental… |
Sequence 19Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 234. Use of timelines, pictures, charts, and other visual aids provides a linguistic and visual overview of the first principles… |
Sequence 24Elementary Community Proposed Design Projects Project A: Project B: Project C: Project D: Project E: Project F: Project… |
Sequence 25weight, volume, temperature, time, for the measurement of angles, for the study of squares and cubes of numbers as well as… |
Sequence 304. Mathematics: the child uses higher order thinking skills to solve problems in relation to a variety of challenges from… |
Sequence 2ASSESSMENT Montessori 2000 provides an extremely important opportunity to further an unfulfilled assessment need that has… |
Sequence 7and affective variables will be demonstrated by Montessori schools across the socioeconomic spectrum over a broad range of… |
Sequence 1DESIGN AND IMPLEMENTATION Division of Tasks The Project Director is responsible for design specification, design production… |
Sequence 22. Positions on both the Design Review Team and the Task Force Team are semi-voluntary. Individuals selected will be motivated… |
Sequence 5PHASE 2 0 YEAR Two IMPLEMENTATION AT PILOT SITES 1993 - 1994 Two weU-established, exemplary Montessori programs representing… |
Sequence 9PHASE 3 ◊ YEARS FOUR AND FIVE MULTIPLE-COMMUNITY IMPLEMENTATION 1995 - 1997 Summer 1995 Nienhuis Corporation will produce… |
Sequence 1PRODUCTION AND MANAGEMENT Montessori 2000 is a genuine partnership of administrators, post-secondary institutions, teachers,… |
Sequence 2since MDP's inception, and is a particular supporter of the Montessori 2000 project. The North American Montessori… |
Sequence 3Key Personnel • David Kahn, Project Director David Kahn holds a B.A. in fine arts with a minor in classics from the… |
Sequence 5Key Institutions • The following institutions are key to the development of the Montessori 2000 project. Montessori… |
Sequence 6coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 7Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 12K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 14Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 15Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 16Other Participating Institutions and Societies American Montessori Society Beloit College Cleveland State University… |
Sequence 1SELECTED APPENDICES The following appendices are several examples of the appropriate submissions which provide detail to… |
Sequence 2Other Participating Institutions and Societies American Montessori Society Beloit College Cleveland State University… |
Sequence 3Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 4Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 6K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 11Design Review Team and Task Force Roster • Michael Bagiackas, Teacher-Head, Hershey Montessori School 10229 Prouty, Concord… |
Sequence 12coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 13Key Institutions • The following institutions are key to the development of the Montessori 2000 project. Montessori… |
Sequence 15Key Personnel • David Kahn, Project Director David Kahn holds a B.A. in fine arts with a minor in classics from the… |
Sequence 16since MDP's inception, and is a particular supporter of the Montessori 2000 project. The North American Montessori… |
Sequence 17PRODUCTION AND MANAGEMENT Montessori 2000 is a genuine partnership of administrators, post-secondary institutions, teachers,… |
Sequence 19PHASE 3 ◊ YEARS FOUR AND FIVE MULTIPLE-COMMUNITY IMPLEMENTATION 1995 - 1997 Summer 1995 Nienhuis Corporation will produce… |
Sequence 23PHASE 2 0 YEAR Two IMPLEMENTATION AT PILOT SITES 1993 - 1994 Two weU-established, exemplary Montessori programs representing… |
Sequence 262. Positions on both the Design Review Team and the Task Force Team are semi-voluntary. Individuals selected will be motivated… |
Sequence 27DESIGN AND IMPLEMENTATION Division of Tasks The Project Director is responsible for design specification, design production… |
Sequence 28and affective variables will be demonstrated by Montessori schools across the socioeconomic spectrum over a broad range of… |
Sequence 33ASSESSMENT Montessori 2000 provides an extremely important opportunity to further an unfulfilled assessment need that has… |
Sequence 374. Mathematics: the child uses higher order thinking skills to solve problems in relation to a variety of challenges from… |
Sequence 42weight, volume, temperature, time, for the measurement of angles, for the study of squares and cubes of numbers as well as… |
Sequence 43Elementary Community Proposed Design Projects Project A: Project B: Project C: Project D: Project E: Project F: Project… |
Sequence 444. Use of timelines, pictures, charts, and other visual aids provides a linguistic and visual overview of the first principles… |
Sequence 48Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 59Classification Physical Intellectual/ Psychological Social Infant Community (Prenatal to Age Three) Developmental… |
Sequence 62The following section describes the integration of the design projects into the basic Montessori framework and the culminating… |
Sequence 63in America and abroad. It was a favorite early childhood curriculum of the "War on Poverty" of the sixties… |
Sequence 643a2c + b3 + 3ab2 + 6abc + 3ac2 + 3b2c + 3bc2 + c3• In biology, animal stories acquaint the preschool child with animal lore… |
Sequence 68Academy will encourage training centers to adopt infant and adolescent teacher education programs under the same auspices as… |