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Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
Sequence 18was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 7Time duration of interactions was significantly different between the two schools. Montessori children interacted longer times… |
Sequence 9Table 4 Summary of Findings: Do Middle Socioeconomic Status Children Benefit from Montessori Preschool? YES (N ... 7)… |
Sequence 11Table 5 Summary Findings: Does the Montessori Experience Aid in Social Development? YES NON-SIGNIFICANT NO (N=ll) (N-9… |
Sequence 1CONTENTS Preface ............................................................................................... ii 1.… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 5helping students to be total human beings is a more important aim of education. Too many specialists can have only minimal… |
Sequence 7are to be expected and even desired for they contain information essential for further learning. For students to discover and… |
Sequence 8who must get well - grow in health. The farmer does many things for his plants or animals, but in the final analysis it is… |
Sequence 13Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 7verbal; memory of mere opinions adopted on the naked authority assumed by indoctrinating teachers. The conception of the… |
Sequence 2Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 2this sense to accomplish his ends in a natural way, instead of having to keep intervening to add new things. In the 17th… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 10complex civilizations that the Mexican philosopher and educator Jose Vasconcelos dubbed them "the cosmic race.&… |
Sequence 2artifact, from apish ancestors. Neither we nor the apes eat unripe fruits. Such fruits taste bad because they're full of… |
Sequence 6...... The Montessori Birth Center served as a referral service, matching Assistants to Infancy with families desiring their… |
Sequence 4whole language is not a simple extension of any of its compatible antecedents. Whole language is concerned not only with… |
Sequence 2outside the school, directives from supervisors, and advice from others in similar roles. They accepted the status qua and… |
Sequence 131. Much greater range of students' instructional materials (books, tapes, films, programmed in- struction, simulations… |
Sequence 4needs, the mind of the child becomes artificially dulled, henceforth to resist imparted knowledge. Interest will no longer be… |
Sequence 12casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 16must hold students to real academic standards to be ready for college and life. College faculty chink high school teachers… |
Sequence 9Each observation period required approximately two hours; at the comple- tion of each session the observer tallied the checks… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 19The best response to the objections is to insist on telling the truth. Administrators must have the courage to face the public… |
Sequence 17HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the… |
Sequence 9from "first wave," or agrarian, to "second wave," or industrial, and now to "… |
Sequence 10Bowlby, J. (1969). The child's tie to his mother: Attachment behavior. In Allachment. New York: Basic Books. Chamberlain… |
Sequence 23thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 9exception was in one of the Montessori classrooms, where a student, described by her teacher to have a mother addicted to… |
Sequence 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 1MONTESSORI: A CARING PEDAGOGY by Elizabeth Hall In this Montessori manifesto of caring, Ms. Hall puts forward the impor-… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 8attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 9students the opportunity to apply ideas to their per- sonal lives first. Thus, a Socratic Practice group may be studying… |
Sequence 6school operation as a whole, maintained by a young family. Thus the Erdkinder is teeming with so many opportunities for work… |
Sequence 32University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 5solutions. Quality of instruction declines accordingly, and with it goes the quality of learning opportunities for students.… |
Sequence 11for the needs of reading teachers, mathematics teachers are trying to reform mathematics instruction independently of science… |
Sequence 2to leave the setting of their school behind for an experience on a farm. Set on a mountain top and a tract of forest land, the… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 15experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 9initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 18initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 84experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 18other people's misery is none of his concern, that there is no reason to get upset just because someone else is in pain,… |
Sequence 9Because, even with all the glory and the grandeur of those furnish- ings, the world would have been an unfilled promise, this… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 3possible for us to concentrate, to become so involved that the problems of daily life are no longer on our minds. They give us… |
Sequence 9· "My first day of Middle School ... " • "Elementary school was the ... " · "My… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 7cultural history when "bigger" was "better." The tradeoff was that bigness meant… |
Sequence 3Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 4The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |
Sequence 1During the ride back from the hunger center, I reflected upon my encounter with poverty. When I arrived home my mother stood… |
Sequence 5The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 8The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 1212. We must provide concrete materials and manipulative tasks. Many students cannot master certain ideas without them. We… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 10The ideal is that as young people are learning about the cultural diversity of their city, they will begin to define their own… |
Sequence 4Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 1Search for Meaning and Mihaly Csikszentmihalyi's Elements of Enjoy- ment, which describes the conditions of optimal… |
Sequence 8Teachers like McMillin, who combine passion for their work with genuine concern for their stu- dents, possess the rare power… |
Sequence 10A CHALLENGE TO THE TEACHER I have spent the majority of my life as a student or teacher in some ea paci ty. Yet I have… |
Sequence 11This work became a book, In the First Country of Places: Nature, Poetry and Childhood Memory. What I found was that it was… |
Sequence 5Most importantly, on the farm, the work role will function for the greater good. The adolescent's desires, emotions, and… |
Sequence 3I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 25detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 26Figure 4. Students' Perceptions ofTheir Teachers and Schools • Montessori o 1hditional 2.7 Teacher Support..… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 4experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 4to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 158to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 8child who is walking well next wants to step up and down. So there need to be steps in the prepared environment. Then the… |
Sequence 7We had a record number of managers this year, our sixth year of operation, which is a situation we are pleased with; the… |
Sequence 5neighbors, and they often had little in common with us other than physical proximity. If a child was seen by a neighbor doing… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 7(Grazzini 7). By looking to these patterns of development we can see that it is vital to understand the whole of the… |
Sequence 7local school farm. At twice the price of regular eggs, the student took a risk in the development of the product and invested… |
Sequence 7THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 4they have been able to integrate knowledge and experience gained, for the benefit of mankind. Therefore, Cuentepec, the… |
Sequence 1THE MONTESSORI POTENTIAL AT THE GROVE SCHOOL by Gena Engelfried This short article presents a composite of the… |
Sequence 6dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 17High School Responsibilities: • Creating a newsletter of urban-rural natural history for high school students in northeast… |
Sequence 19subplanes of parent-infant class, infant, and toddler (ages birth to three), preschool (ages three to six); lower elementary… |
Sequence 7combine affective and rational modes in their most productive work (Csikszentmihalyi). They can be passionate or detached,… |
Sequence 8An intrinsically motivated state of deep concentration is seen as central to learning and is at the center of Montessori'… |
Sequence 31perhaps in booklet form, and the project might be repeated at other schools that did not participate in the original study.… |
Sequence 14tional school, knowledge is separated into several departments (subjects) and each operates in isolation from the others. This… |
Sequence 26and what they can do with what they know. And, in any case, great teachers don't need them because they are getting a… |
Sequence 5lary as well as consistent input in the new language does not produce stu- dents with any significant level of oral… |
Sequence 4occupational therapist, the school purchased some sensory inte- gration equipment. Accommodations were created to ensure every… |
Sequence 20From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 9The phrase "capacity and many-sided powers of adaptation" implies parallel skil.ls for processing… |