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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 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 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 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 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 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 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 7this afternoon. Montessori suggested that children concentrate when they focus their attention, their energies, on a single… |
Sequence 19the socialization of psychological complexity) (see Csikszentmihalyi & Rathunde, "Development";… |
Sequence 1THE DEVELOPMENT OF COORDINATED MOVEMENT by Silvana Quattrocchi Montanaro Dr. Montanaro discusses the stages of movement in… |
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 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
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 13them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 12and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 11Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 2dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 21Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 17to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 13have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
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 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 8Reflections: What is your school's mission statement? To what extent do students and parents have an opportunity to… |
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 4What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
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… |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 1MONTESSORI SECONDARY EDUCATION: MOVING FROM DISCIPLINE-BASED INrnGRATION TO WHOLE FORMATIVE SYNTHFSIS by David Kahn and… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 3At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 32can do whatever I want, when I want." But she doesn't believe that for very long. Although there is some… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 12We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 1INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 7In the intervening years, we have added other prohibitions for the sake of the children, such as limiting use of computers ;:… |
Sequence 7Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 38Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 33REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 20world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 8162 Part Tll'O - For a Science of rhe Formation of Man ln August 1937 there was the 6th international Montessori… |
Sequence 3REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New… |
Sequence 8the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 10so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |