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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 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
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 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 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
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 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
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 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 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
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 62The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
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 9Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 1Annabeth Jensen 58 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 5We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 5institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 7an abstract idea but an embodied way of life embedded in a specific culture that, again, provides both its meaning and purpose… |
Sequence 15Symphonic form and sonata form are just two of the many musi- cal forms available. Here are a few others worth exploring: •… |
Sequence 21the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 27Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 11The third period of the child's work may be observed in the "aha" reaction. A light bulb goes on. The… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 5to those lessons look like? What do we expect the adolescents to do once they have received those lessons? As an elementary… |
Sequence 9concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 13In addition, Dr. Montessori reminds us that the role of the adult is to connect the child to the materials and the environment… |
Sequence 15"Meaningful work" for the adolescent translates into learning for the sake of contributing to the social… |
Sequence 19Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 1Jean Peters 176 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 1Kathleen Lloyd 184 The NA MTA Journal • Vol. 36, No. I • Winter 201 I |
Sequence 5the tremendous impact self-regulation has on the child's social and cognitive development, as well as on the health of… |
Sequence 13My dissertation examined normalization in relation to emerging research on self-regulation and current developmental theories… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 3It's true that knowledge gives students something to thjnk about, but a reading of the research literature from cognitive… |
Sequence 11extra support for slower students), the student with overall lower aptitude will still be behind the student with higher… |
Sequence 17Hall, V. C. & Edmondson, B. (1992). "Relative Importance of Aptitude and Prior Domain Knowledge on Immediate… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 35remains of an earlier fourth-century church of San Clemente. Below this church are the remnants of a Roman apartment house,… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2468 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 8One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 20tive, that we use narrative structures to think with. The wonder- fully dense book describes how we collect and classify all… |
Sequence 26ence. It gives the patients a way to share who they are when other ways of communicating that sense of self are compromised by… |
Sequence 30These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 2When I set up these centers, I want young learners to explore materials with all their senses, to ask questions, to use… |
Sequence 8her heart wonder about how to make friends because she just did not know how to do it. I wonder about how do you make friends… |
Sequence 10I also work a lot with poetry. So much of poetry is observational. This is a poem by a boy who wrote about his turtle. What l… |
Sequence 20enjoyment. An efferent book would answer your questions about how to take care of your new puppy. Traditionally we think of… |
Sequence 26write down some of the facts that they have learned they can go to the writing station. You can also send letters home to… |