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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 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
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 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
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 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 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
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 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 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 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
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 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
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 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 16Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
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 2birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 6Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 33In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
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 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 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 2knowledge developed about how children learn. Paula Polk Lillard notes the importance of observation: The prepared adult acts… |
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 9Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 15With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 2CHILDREN'S PARTICIPATION: INVOLVING YOUNG CITIZENS IN COMMUNITY DEVELOPMENT AND ENVIRONMENTAL CARE by Roger A. Hart As… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
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 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 29field of human development. More specifically, new applications and extensions of optimal experience theory (Csikszentmihalyi… |
Sequence 33Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 1to be more realistic and open with close friends, and this helps them develop a clearer sense of themselves. At the onset of… |
Sequence 6-Independent interdisciplinary study is begun in accordance with student's interest following the excursion. It would be… |
Sequence 1Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 6TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 16Infants and Toddlers All of the sensitive periods are operative during these years. Some of them will be within the critical… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 21PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |