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Sequence 1Dr. z7[, zVfontuddori bonoure? at Rom.e 26L Dr. M. &Iontessori. honoured at Rome. "11 Messagero" of… |
Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
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 1STARTING AT BIRTH AND TEACHING NEW MOTHERS by J. Mc Vicker Hunt Dr. Hunt's presentation here is really two essays.… |
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 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 6References Banta, T.J. Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery (CATB). In… |
Sequence 17forming of the given material. For example, the first gift is a box containing six woollen balls of different colors. The… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 7Physical hygiene is not in itself sufficient. Often, on the contrary, it has been physical hygiene which indirectly has done… |
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 2my children's tears, ro laugh with rhem, choose the books we read, the music we listened to, the food they are, were all… |
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 3EXPAND THE HEAD START PROGRAM-BY REVAMPING CHAPTER 1 by Edward Zigler and Susan Muenchow Head Start using Montessori methods… |
Sequence 6Let us take a look at what Montessori was really saying about peace and education. I want to read a little here from the… |
Sequence 16social life which may endure for years. Such defects in social adjustment may have dangerous consequences for the indi-… |
Sequence 21constructive instincts that as yet have neither been recognized nor put to use .... Might not this goal be reached by changing… |
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 1REsHAPING EARLY CHIIDHOOD INrnRVENTION To BE A MoRE EFFECTIVE WEAPON AGAINST POVER1Y by Edward Zigler, PhD Drawing on his… |
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 13these great lords of the earth, these dominating all-powerful adults, so confident in their own powers, so conscious of their… |
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 1THE PREPARED ENVIRONMENT by Eduardo J. Cuevas In this summary of his workshop session, Eduardo Cuevas explores what really… |
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 5To provide for the education of young children is a luxury, however. Almost every government, while sympathizing with the… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 3must be aroused in the coming generations," she said (The Child, Society and the World 113). The Montessori approach… |
Sequence 5These changes touch on all of our cu I tures, and they accu- mulate Ii ttle by little until one day we can't recover… |
Sequence 7this afternoon. Montessori suggested that children concentrate when they focus their attention, their energies, on a single… |
Sequence 17In the plan she outlined, Dr. Montessori would have the whole life of the adolescent revolve around the idea of society,… |
Sequence 18Then what about the tendencies of man and their relationship to the construction that goes on in the third plane of… |
Sequence 22individual, in particular his moral values, and second, from the point of view of organizing the individual possessed of… |
Sequence 19the socialization of psychological complexity) (see Csikszentmihalyi & Rathunde, "Development";… |
Sequence 33Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 5Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 11written material, discussion, and a variety of field experi- ences. Each student will: • Read Travels with Charley, by John… |
Sequence 6Balancing Creativity and Service Although creativity and social service may seem dichotomous notions, it is the combination… |
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 8Rathunde's present study focused on one public Montessori ado- lescent program, three private "urban"… |
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 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 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
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 10be recognized for who they really are, for the power they possess. We will work on relationships, first with one another, for… |
Sequence 1PLACES FOR BELONGING: FROM WOMB TO HOME TO MONTESSORI SCHOOL by Judi Orion Judi Orion chronicles,from a psychological and… |
Sequence 2CREATING THE ALL-DAY MONTESSORI PLACE: A CONSTRUCT by Annette M. Haines Annette Haines' well researched "… |
Sequence 2THE ALL-DAY, ALL-YEAR MONTESSORI COMMUNITY: A PLACE FOR LIVING AT SCHOOL by Michele Aspinall From a purely practitioner… |
Sequence 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 12ation what it means to become humanity, to continue creation, to be part of the great work of human invention or not. The… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 8• Live as someone who makes a difference, accepting that you may not understand how or why. • Live in the present without… |
Sequence 14Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 3social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 12and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 3First of all, and as far as I'm concerned I am pointing out what's very, very obvious, whenever we set up Montessori… |
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 3This being said, the albums of my two Montessori trainings, by Margaret Elizabeth Stephenson for primary and by Camillo… |
Sequence 34Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 2First and Second Dimensions The first and second dimensions aie subjects that encompass academic materials required in the… |
Sequence 2dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 13• a formal connection to a place of higher learning • an historic or actual connection to farming or other kinds of harvest… |
Sequence 3However, before we embark upon the quest to identify some of the answers to these questions, there is another question that… |
Sequence 10related to moral action. At times, we must take a particular action in order to achieve some (moral) end. At other times, we… |
Sequence 14dissuade children from tattling. We may even elect to demand that the child stop this pattern of tattling. Montessori teaches… |
Sequence 23into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |