Search Inside Documents
Displaying results 1 - 100 of 646
Sequence 4with a two-month old" and used video-tapes to demonstrate that once an infant has repeatedly experienced a cooing… |
Sequence 6child's entry level skills, then presents instruction along predeter- mined lines based on these skills. Interaction… |
Sequence 9just intellectual ones. For example, the social relations of the school are like little prairie fires flaring up and dying… |
Sequence 8isn't the same thing as declaring that no reason for patterns of branch- ing exists. Pattern cladists don't doubt… |
Sequence 1LETIING GO AND LETTING MONTESSORI, PART II: RESOLVING PARENTAL RESISTANCE TO SEPARATION FROM THEIR CHILD by Judy Shepps… |
Sequence 6During July, 1965, and January, 1966, Banta and his staff developed tests, observations, and interview techniques designed to… |
Sequence 13limitations. Observation in the classroom environment might have yielded better data and could be supplemented by out of… |
Sequence 18Hummel conducted his training program in two different settings: a day care setting and a Montessori-like preschool which had… |
Sequence 2poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 6Middle School Survey The theoretical midpoint on the response line for each survey item was 5.5. The mean for every survey… |
Sequence 9as the central value of American culture): "Does succeeding aca- demically mean sacrificing my child's own… |
Sequence 5given reason why there is not more thoughtfolness in the schoolr. Teachers feel that they must cover an already sprawling and… |
Sequence 3interests him from a different point of view. He is looking for what needs to be done. That is, he is beginning to become… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 13Participating Schools Phase 2 and Phase 3 Public Montessori Schools Carson Montessori School Brenda K. White Clissold… |
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 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 5Participating Schools Phase 2 and Phase 3 Public Montessori Schools Carson Montessori School Brenda K. White Clissold… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 1THE DEVELOPMENT OF AUTONOMY IN CHILDREN: AN EXAMINATION OF THE MONTESSORI EDUCATIONAL MODEL by Sharon Dubble Kendall, Ph.D… |
Sequence 10develop far-reaching programs of study for all who wish to participate. In the following four sections are described two real… |
Sequence 5own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 7CURRICULUM FOR CARING Ruffing Montessori School Cleveland Heights, Ohio by Patricia Ludick Overview The Curriculum for… |
Sequence 3SCIENCE MENTOR PROJECT Ruffing Montessori School Cleveland Heights, Ohio by Jennifer Davis Massiello One nine-year-old… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 6him get control over his own brain, his behavior-and his world. I am willing to bet this child will do well in school, not… |
Sequence 8aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 12ence and treat ourselves as commodities, and that our own powers have become alienated from ourselves. We have be- come… |
Sequence 28ence and treat ourselves as commodities, and that our own powers have become alienated from ourselves. We have be- come… |
Sequence 52aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 148him get control over his own brain, his behavior-and his world. I am willing to bet this child will do well in school, not… |
Sequence 11present-have been built up on adult values. By this, she means built up on competition and the struggle for existence-which… |
Sequence 8Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 3THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 1COSMOS, HISTORY, AND THE HUMAN SPIRIT by Gerard Leonard A rare weave of classroom examples, literary allusions, and… |
Sequence 19through the labyrinth. This was Maria Montessori's conviction and great insight. And so we come to our awesome task as… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 14are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 35are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 13REVIEW OF THE GREAT WoRK BY THOMAS BERRY by Gerard Leonard Thomas Berry's latest book, The Great Work, is a very… |
Sequence 4as much as six hundred dollars for the chance to come here to work very hard. But these critics were wrong: Many young people… |
Sequence 3means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 11to Elizabeth's rejection. He is the elevated patrician aristocrat who, in an act of tremendous condescension, offers… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 9THE WHOLE OF HISTORY C/os,ial/Anfiqrnty./:mdG!wb 11 PAll'Til•n<EWORU>:500-1500 The New Cultu,., 1200-200… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 14Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 3When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 10they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 1WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 4solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 3Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 2Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 146The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
Sequence 2THE ADOLESCENT AND THE f AMILY: LOVE AND LIMITS by Linda Davis Linda Davis characterizes the adolescent's time in life… |
Sequence 3The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 12CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 15Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 4• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 2EXTENDING THE SYLLABUS WITHOUT DISTORTION by Linda Davis Linda Davis points to the intent of the Erdkinder essays as being… |
Sequence 2SOCIALIZATION THROUGH THE p ARTNERSHIP WITH PRAIRIE CROSSING by Linda Davis Highlighting the primary function of adolescent… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 1HUMAN DEVELOPMENT AND THE ADOLESCENT by Ann Jordahl with an introduction by Linda Davis Parallelism of the first and third… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 6just state that the "right" nourishment is that which responds to its needs: We must not therefore set… |
Sequence 11the cover of two densely vegetated areas on the margins of the playground. When they were not nestled beneath birches,… |
Sequence 20• Provide children with "opportunities to develop social prob- lem solving skills" through such means as… |
Sequence 7Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 23What we have done sometimes is that we have an art teacher who just comes in and works in the class. If you do decide to have… |
Sequence 1AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 19the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 22The First American Children's House, Tarrytown, New York, from 191 I These photographs of the Montessori school at… |
Sequence 48Oasis for Montessori Expansion Elementary students sketching from nature, Amsterdamsche Montessori School, 1930s The role of… |
Sequence 51A cypical Dutch classroom, Eerste Nederlandsche Montessori School, 19 30s Botanical drawing at the Amsterdamsche Montessori… |
Sequence 146Montessori Adolescents on the Land, continued Sampling animal specimens from the pond, Hershey Montessori School, 2006… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 87. Be interested yourself if you want to captivate the child's interest. During the course of my program, we were able… |
Sequence 2FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 14percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 2CHILD DEVELOPMENT TIPS FOR PRENATAL TO THREE: INSIGHTS AND SUGGESTIONS FROM MONTESSORI TEACHERS by Heather Pedersen… |
Sequence 39beliefs about the world that are held without evidence, can become self-perpetuating, and can really drive mood problems. CBT… |
Sequence 49What we are working against here, again, is nature. No one signs up to be at the ninety-eighth percentile of stress reactivity… |
Sequence 11To fully answer the referral question, however, one must first look at the admissions policies of Montessori schools, which… |
Sequence 2Montessori far more than her American counterparts. At the same time it offered opportunities to enhance and enrich her… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |