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Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 20in things, and impose different relationships upon them, even those which do violence to nature, by contradicting the ends and… |
Sequence 2The American Association for the Advancement of Science (AAAS) has undenaken a comprehensive, long-term initiative to… |
Sequence 84. To design specific strategies for managing attention deficit disorder and its facets--altered focus, distractibility,… |
Sequence 774. To design specific strategies for managing attention deficit disorder and its facets--altered focus, distractibility,… |
Sequence 1THE SCIENCES AND THE HUMANITIES by Ernan McMullin In this lecture, Dr. McMullin describes the interdisciplinary and… |
Sequence 12understand one, one has to understand the other. An advance in the understand- ing of one is an advance in the understanding… |
Sequence 16Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 12can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 19genetic code in a few unsuspecting adults, and (magically one night) brought one absolutely unique version of it to life in… |
Sequence 2RECONCILING EVOLUTION WITH RELIGION: BLENDING CREATION THEOLOGY AND SCIENCE by Philip Hefner Dr. Hefner's clear… |
Sequence 46often brilliant, but ghastly theoretical mistakes and om1ss1ons in regard to the way things actually worked in the human body… |
Sequence 19ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 15REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 23ply strengthening one's confidence and adapting to different groups and environments. These metacognitive (thinking-about… |
Sequence 2in our elementary album, so l have been looking into this more carefully, and let's see what I came up with. First of… |
Sequence 29Hallenbcrg, Harvey. "Using the Regular and Semi-Regular Solids." Montessori Life 16.2 (2004, Spring): 35-39… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 1ASPECTS OF COMMUNITY by Shekkola Barnett Gray Wit!, the precisio11 of nn enginee1; S/Jekkoln Grny explicates the 111nny per… |
Sequence 3to meet the public school benchmarks, as those are met easily and early on in the Montessori classroom. No, the reason we… |
Sequence 116 Chapter II Science and Society: Phrenasthenic Children II. I Civil commitment and scientific research Berlin, 22… |
Sequence 2THE STUDY OF HUMAN PROGRESS AND THE BUILDUP OF CIVILIZATION by Shekkola Barnett Gray and John McNamara Bot!, S'1ekkola… |
Sequence 44Montessori National Curriculum for the First Plane of Development from Birth to Six Years Social relations regulate (in… |
Sequence 87Montessori National Curriculum for the Second Plane of De;elopment from Six to Twelve Years History, Geography and Science… |
Sequence 292Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Appendix Sample… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 2260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 5263 Montessori • Fifth Lecture Courtesy of the Montessori Institute for the Science of Peace, www.constructingpeace.org |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 27187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 2056 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 an ability to identify the significant components of • a problem, a… |
Sequence 2258 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Complex global issues are a compelling and developmentally appropriate… |
Sequence 1biodiversiTy And peAce: where Technology And MonTessori coMe TogeTher in The children’s eTernAl rAinForesT, cosTA ricA by… |
Sequence 567 Norris • Biodiversity and Peace Namara), I would argue that well-trained Montessori students are exactly the people we… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 359 O’Shaughnessy • The Observation Scientist As Sherlock Homes proclaimed, “Data, data, data! I can’t make bricks without… |
Sequence 460 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 forty-four times, ending in great satisfaction (Spontaneous Activity in… |
Sequence 1moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most essential component to offering… |
Sequence 737 Henke • Moral Development While all of the work for social and moral development has implications locally, with the older… |
Sequence 1821 Chawla and White • Place-Based Education and Citizen Science Dickinson, Janis L. and Rick Bonney, editors. Citizen Science… |
Sequence 1922 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Shah, Harsh R. and Luis R. Martinez. “Current Approaches in Implementing… |
Sequence 1243 Leonard • Cosmic Stories and Contemporary Science and most relevant insights from these great branches of learning to give… |
Sequence 1257 Allen • Of Natural Science a gathering of the most illustrious figures in physics and chemistry. Marie Curie is the only… |
Sequence 1661 Allen • Of Natural Science Torrens, Hugh. “Presidential Address: Mary Anning (1799–1847) of Lyme; ‘The Greatest Fossilist… |
Sequence 372 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 587 Margulis • Living by Gaia JW: There are some points of the Gaia hypothesis on which you and Lovelock disagree. What are… |
Sequence 7Montessori pedagogy is whole-being pedagogy, comprising more than the sum of its parts: pieces includ- ing the philosophical… |
Sequence 1Feature: Science Education and Scientific Education by A. M. Joosten We can, nowadays, hardly open a newspaper and read an… |
Sequence 334 teacher perhaps the instigator, observer, and regulator, but not the leader. Let me give one example. The students have… |
Sequence 2philanthropists who were enthusiastic about having a Cincinnati Public School sponsored primary component (ages 3-6). Due to… |
Sequence 154156 s. Personality Goldberg, Lois s. (1975). IES Arrow-Dot longitudinal study of personality development in preschool… |
Sequence 76Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 73in things, and impose different relationships upon them, even those which do violence to nature, by contradicting the ends and… |
Sequence 28Part II Montessori and Science Today In 1988, it is important to look at ongoing development of science activity in relation… |
Sequence 78The American Association for the Advancement of Science (AAAS) has undenaken a comprehensive, long-term initiative to… |
Sequence 234. To design specific strategies for managing attention deficit disorder and its facets--altered focus, distractibility,… |
Sequence 55THE SCIENCES AND THE HUMANITIES by Ernan McMullin In this lecture, Dr. McMullin describes the interdisciplinary and… |
Sequence 66understand one, one has to understand the other. An advance in the understand- ing of one is an advance in the understanding… |
Sequence 165Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 188NAM~A Eonferences ~---~~--~~~-1994-1995 Learning and Attention: Removing the Obstacles San Jose, California September 29-… |
Sequence 1enges 111,m,dty: Evolving 1~i1-llil1Ewt•Adulfs,Jm,tring Children Kohn die hlmly and tbe School: The Importance or adce In… |
Sequence 91FLTTLIRE CtULLENGE: MONTESSORI HISTORY History presents an overarching structure for the Montessori curriculum at all levels… |
Sequence 241can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 178genetic code in a few unsuspecting adults, and (magically one night) brought one absolutely unique version of it to life in… |
Sequence 90RECONCILING EVOLUTION WITH RELIGION: BLENDING CREATION THEOLOGY AND SCIENCE by Philip Hefner Dr. Hefner's clear… |
Sequence 175often brilliant, but ghastly theoretical mistakes and om1ss1ons in regard to the way things actually worked in the human body… |
Sequence 300ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 31ply strengthening one's confidence and adapting to different groups and environments. These metacognitive (thinking-about… |
Sequence 250in our elementary album, so l have been looking into this more carefully, and let's see what I came up with. First of… |
Sequence 244Hallenbcrg, Harvey. "Using the Regular and Semi-Regular Solids." Montessori Life 16.2 (2004, Spring): 35-39… |
Sequence 1. := -:;_ '"J:• -- -- ::;,-;--= - - - I -.• - - - • ; :. - -::. - ~ -- -=-. ~ •… |
Sequence 152Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 170ASPECTS OF COMMUNITY by Shekkola Barnett Gray Wit!, the precisio11 of nn enginee1; S/Jekkoln Grny explicates the 111nny per… |
Sequence 30humans as children that lends a sense of the cosmic to Montessori's thinking. This cosmic sense pervades all of… |
Sequence 65to meet the public school benchmarks, as those are met easily and early on in the Montessori classroom. No, the reason we… |
Sequence 3016 Chapter II Science and Society: Phrenasthenic Children II. I Civil commitment and scientific research Berlin, 22… |
Sequence 230THE STUDY OF HUMAN PROGRESS AND THE BUILDUP OF CIVILIZATION by Shekkola Barnett Gray and John McNamara Bot!, S'1ekkola… |
Sequence 50Montessori National Curriculum for the First Plane of Development from Birth to Six Years Social relations regulate (in… |
Sequence 93Montessori National Curriculum for the Second Plane of De;elopment from Six to Twelve Years History, Geography and Science… |
Sequence 298Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Appendix Sample… |
Sequence 131See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 270260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 273263 Montessori • Fifth Lecture Courtesy of the Montessori Institute for the Science of Peace, www.constructingpeace.org |
Sequence 104 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 formal disciplines and practical experience, while working with the young… |
Sequence 167161 Henke • Toward the Ultimate Goal of Peace toWard the ultimate goal of Peace: hoW a montessori education at the high… |
Sequence 193187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 126120 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 A Montessori Integrated Approach to Integrated Approach to Science,… |
Sequence 6256 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 an ability to identify the significant components of • a problem, a… |
Sequence 6458 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Complex global issues are a compelling and developmentally appropriate… |
Sequence 6963 Norris • Biodiversity and Peace biodiversiTy And peAce: where Technology And MonTessori coMe TogeTher in The children’s… |
Sequence 7367 Norris • Biodiversity and Peace Namara), I would argue that well-trained Montessori students are exactly the people we… |
Sequence 156150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 6759 O’Shaughnessy • The Observation Scientist As Sherlock Homes proclaimed, “Data, data, data! I can’t make bricks without… |
Sequence 6860 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 forty-four times, ending in great satisfaction (Spontaneous Activity in… |
Sequence 3731 Henke • Moral Development moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most… |
Sequence 4337 Henke • Moral Development While all of the work for social and moral development has implications locally, with the older… |
Sequence 3The NAMTA JourNAl Montessori History: Searching for Evolutionary Scientific Truth Montessori History: Searching for Truth… |
Sequence 2421 Chawla and White • Place-Based Education and Citizen Science Dickinson, Janis L. and Rick Bonney, editors. Citizen Science… |
Sequence 2522 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Shah, Harsh R. and Luis R. Martinez. “Current Approaches in Implementing… |