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Sequence 40phioscphy. a Core Group had boen formed. Swingng no acton, he Coo-Group do- Soadioavs worshops,sominas Schco vt o A po e… |
Sequence 7Very often young people approach their academic work in a complex manner when, in reality, the tasks are relatively simple.… |
Sequence 10child is very different. Bion uses the word "parasitism" for this different situation. In this state the… |
Sequence 1ALL DAY/ALL YEAR: A MONTESSORI SCHOOL IN A CORPORATE SETTING by Phyllis Kiechle Phyllis Kiechle directs the program she… |
Sequence 5Environmental deprivation is another factor. Families without proper food, clothing, and shelter are hindered from offering… |
Sequence 1AN OVERVIEW OF THE HARVARD FAMILY RESEARCH PROJECT by Heather Weiss Important to urban education are family support and… |
Sequence 1THE MAROTTA MONTESSORI SCHOOL: A CONCEPT DEDICATED TO URBAN RENEWAL by Alcillia Jones Clifford There is an urgent calling… |
Sequence 3a time are scheduled to visit the mini-environment to work on areas that will help them adjust or normalize in their classroom… |
Sequence 2below). In cases where the food and care that infants receive is uncon- tingent with their strivings, as is the case in many… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 9variation in teacher backgrounds and interpretation of curriculum principles. Another problem is the dearth oflongitudinal… |
Sequence 108. For example, Diana Baumrind, "Current Patterns of Parental Authority:' Developmental Psychology Monograph,… |
Sequence 3Review of the Literature There are different opinions as to what constitutes parent involve- ment in education. Gordon,… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 3Prusso, K. (1977). Preki1ukrgarl.en Head St.a;rt evaluation year end report 1976-1977, Repqrt No. 7808. Philadelphia:… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 6Montessori and the Humanities means a clarification of goals. We have a saying in Montessori - "Montessori is an aid… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 8looking at him that he's not going to make it." This child had an excellent grasp of country life and a good… |
Sequence 2surrounding Geauga County indicate that affordable, convenient, qual- ity day care is a critical concern for area parents… |
Sequence 1CONSTRUCTING THE EQUILATERAL TRIANGLE: PARENTS, TEACHERS, AND CHILDREN by Antonia Lopez Th:is presenwt:ion on the school-… |
Sequence 7• Children Now • California Tomorrow (Immigration law group) • Oakland Urban Strategies Council • Children's Lobby •… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 1THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL* by Mortimer J. Adler "Piecemeal refonn measures beget piecemeal results, if… |
Sequence 1------------------- - PROJECT 2061: EDUCATION FOR A CHANGING FuruRE by F. James Rutherford Introduction In his… |
Sequence 4would call integrative mental models-big pictures, maps, images, even poetry that help set things into place. Research shows… |
Sequence 9be based on what was known about curriculum, teaching, learning, and the conditions that would produce improved learner… |
Sequence 3work of the conscious absorbent mind but it needs an environment for its action. The sensorial material of the Montessori… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 18Preschool Level Research Children from low income families benefit from Montessori preschool programs socially and… |
Sequence 6of the data collection process; (c) to analyze the data; and (d) to prepare both an interim and a final report of findings.… |
Sequence 10Tim Duax, Administraror and Researcher, Milwaukee Public Schools t 945 N. 29th, Milwaukee, WI 53208 414-344-7%8 Margaret… |
Sequence 8Tim Duax, Administraror and Researcher, Milwaukee Public Schools t 945 N. 29th, Milwaukee, WI 53208 414-344-7%8 Margaret… |
Sequence 29of the data collection process; (c) to analyze the data; and (d) to prepare both an interim and a final report of findings.… |
Sequence 49Preschool Level Research Children from low income families benefit from Montessori preschool programs socially and… |
Sequence 4Projected Schedule for Qualitative Research Plan First Month: Writing of manuals for teachers and ethnographers. Development… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 2They bear on the human quite evidently, but as we look at a discipline like macroeconomics, it hardly seems to fit easily into… |
Sequence 17personal autonomy. For example, the greater incidence of independent activ- ity becomes a more significant indicator of… |
Sequence 9Dear parent or guardian: CATS PROGRAM (Children as Teachers) Your child is interested in participating in the CATS Program,… |
Sequence 6The danger of textbooks is that their similitude, their averaging of information, their limited scholarship, and their lack of… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 3Needs of Adolescents Physical Needs Montessori/Stephenson Emotional -A need to strengthen self-confidence. Needs -A time… |
Sequence 1THE ECOLOGY OF TIIE MIND by Luciano Mazzetti The title of this lecture, "The Ecology of the Mind," comes… |
Sequence 21Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct… |
Sequence 11state. Research shows that the newborn is responsive to the face from birth. The response is initially elicited by the eyes… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
Sequence 21Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 133Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 4development and the educational process. Montessori has tradition- ally included a strong parent-education component that… |
Sequence 9Delegate Agency: An organization designated by a Grantee to operate a Head Start program, using funds channeled through the… |
Sequence 1A LITERACY WORTH HAVING by Rexford Brown LITERACY IN THE BROADEST SENSE At P.S.1, literacy involves reading and writing… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 3Stephenson, Elementary Director of Training emerita of the Montes- sori Institute of Milwaukee. Not only does Lillard present… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 7most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 9be whether that is significant and which environmental factors mitigate or aggravate it. This information is not publicized,… |
Sequence 10Belsky, J., & Braungart, J. M. (1991). Are insecure-avoidant infants with extensive day-care experience less stressed… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 20devising more and more precise ways of measuring the speed of light. When he was asked in his old age why he had done so, he… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 2Psychologists note the importance of developing responsibility in children at the elementary age. (Lickona, 1991). It is felt… |
Sequence 3realization that it is important to provide a specially prepared environment to support a child's growth. Dr. Montessori… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 5In a Montessori class, there is a continual unfolding of how the world was prepared for humanity and the development of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 2knowledge developed about how children learn. Paula Polk Lillard notes the importance of observation: The prepared adult acts… |
Sequence 14describes the unconscious process for the adolescent as being rooted in life experience. The adolescent must solve social… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 51from recess, and they were all talking amongst themselves, very animatedly, and she walked over and said, "What'… |
Sequence 32Strictness and punishment may work in the short term, but we must always keep our long-term goals in mind. The long-term… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 2CHILDREN'S PARTICIPATION: INVOLVING YOUNG CITIZENS IN COMMUNITY DEVELOPMENT AND ENVIRONMENTAL CARE by Roger A. Hart As… |
Sequence 5read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 12Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 2FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 225FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 227Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 234read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 2MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 20to think lies at the heart of our very humanity (Stephenson, "First Plane" 21). The creation of intelligence… |
Sequence 21speech reflects the characteristic intonation, pronunciation, or dialect of a region. The infant memory, Montessori said, is… |
Sequence 31thing, saying: I did it all alone, you did not think I could have done that; I did it better today than yesterday" (… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 2THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 1Margaret E. Stephenson, circa 1970 40 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 2PLAN WHICH WILL BEST PRODUCE THE RESULTS MONTESSORI CAN GIVE by Margaret E. Stephenson The Montessori class should begin… |
Sequence 1Richard and Karin Salzmann, founders of Washington Montessori Institute, circa 1970 • ., •• ·.'.ac~:,,. ~c.;;;;;,;. :4… |
Sequence 2REMINISCENCES AND THOUGHTS ABOUT MONTESSORI DAY CARE by Margaret E. Stephenson I'd like to start off by saying that I… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |