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Sequence 3• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
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 11Parents were interviewed in person. Involvement directly with the school was hard to measure. Types of involvement were… |
Sequence 11teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 3able to obtain each child's individual scores on the Spring, 1988 compe- tency tests in Reading for Grades One through… |
Sequence 3develop in their children a style of learning that is active and inter- grated, not passive and fragmented. Here at Mitchell… |
Sequence 4Villegas and Biwer report that there are two major benefits associ- ated with parents' active involvement in the… |
Sequence 8that readiness is not only born but made. You make readiness. The general proposition rests on the still deeper truth that a… |
Sequence 1IMPLEMENTING MO~RI IN THE URBAN SECTOR by Sandra J. Sommer Sandra Sommer, an energeti.c school principal demonstrates what… |
Sequence 10Whole language teachers use their own creative energy tfJ initiate learning experiences. This may take the form of stimulating… |
Sequence 10her clinical experience--if he or she had one, and if it was done well. These are big ifi. The kind of literacy that we are… |
Sequence 6I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 5of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 30of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 84. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and… |
Sequence 6------------------------~ -- -- Projected Costs for Applied Research Writing Tasks: • Manual for Ethnographers Manual for… |
Sequence 19The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 9Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 177Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 8RESULTS Results from this investigation will be presented by instrument in the following order: Items promoting peace in the… |
Sequence 10very evident to observers, who would often hear students articulate their feelings in classrooms. The implications of these… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 11• Children as young as ten or eleven being involved in rape • Ten-or eleven-year-olds taking heroin and other drugs. Another… |
Sequence 12Likewise, in The Montessori Method, she emphasizes that the "sec- ond form of preparation, that of the spirit&… |
Sequence 20Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 29Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 25tantly, education were all associated almost exclusively with the city, which grew as a cultural rather than industrial center… |
Sequence 20out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 14REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 29Despite the different interests of all these individuals, the questions that keep coming up are often very similar. Therefore… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
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 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 5we are also expected to meet and exceed state standards and meet the entrance requirements of the nation's increasingly… |
Sequence 4Rathunde, Kevin, & Mihaly Csikszentmihalyi. "Middle School Students' Motivation and Quality of… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 13took her all of her life to do. She did not leave us as developed a plan for the adults. She did, however, leave us her wisdom… |
Sequence 3The RTI model frames an approach for schools to serve students' learning needs in three tiers (see Figure 1). Tier one of… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 21the known history of modern educational systems. Teachers have rarely been happy with governments, but governments, of course… |
Sequence 4The school is committed to making the work environment for the staff as friendly as possible. Teachers who are well paid,… |
Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 38Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 520 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 6Science and Society: Phrenasthenic Children 21 all those people who wanted to take children away from the streets or from… |
Sequence 9Maria Afontessori Through the Seasons of the "Method" 20 I de/le dmme italia11e, year I, no.6, 19 February… |
Sequence 84Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years how these domains are interrelated… |
Sequence 15215 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century in complex, real-world projects through… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 1worK of the hand through the curriculum and across the Planes of develoPment: a comPilation of creative ideas by the… |
Sequence 36172 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Experience: A Comparison of Montessori and Traditional School… |
Sequence 6144 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 our job to prepare the environment to meet the needs of our students as… |
Sequence 3111 Moudry • Technology, Togetherness, and Adolescents in many countries around the world. The tension revolves around the… |
Sequence 44398 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Temperature comfortable. • Read a book if not sleepy. • Do not allow… |
Sequence 56410 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 3. WhaT is your biggesT challenge in daily life W i T h adhd? Mary:… |
Sequence 1REFINING OUR PRACTICE AS MONTESSORI TEACHERS: CULTIVATING A DEEPER UNDERSTANDING OF THE METHOD, OURSELVES, AND THE CHILD… |
Sequence 3To go beyond Montessori is to rediscover Montessori. I think of these words when I reflect back on my own early years in the… |
Sequence 5mond, and Dr. Patricia Kuhl (a specialist in early child- hood language development at the University of Wash- ington who… |
Sequence 7But in this quote, Montessori tells us the teacher must prepare herself, not by means of the content, but by means of the… |
Sequence 9The Heart of the Montessori Method “If pedagogy is to take its place among the sciences, it must be characterized by its… |
Sequence 11True justice doesn’t mean that there is a single law for all; this kind of justice puts everyone at the lowest level. Some… |
Sequence 13children’s actions reflect our ability as a teacher, or lack of ability. The children are their own beings. They are not us.… |
Sequence 1LEARNING, LISTENING AND LISTENING WELL Tessa Lochhead (on the left) co-founded the Pirurvik Preschool in 2015 with Karen Nu… |
Sequence 2152 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 duced to the Montessori community for the first time at these conferences… |
Sequence 2ssori, Children the Challenge by Rudolf Dreikurs, M.D., or Parent Effec- tiveness Training by Dr. Thomas Gordon. These few… |
Sequence 17Katan, Anny (1961) "Some Thoughts about the Role of Verbalization in Early Childhood." Psychoanalytic Study… |
Sequence 1Looking at the Individual Child Interview Emma Plank, editor of a new book On Development and Education of Young Children,… |
Sequence 1144 The government has finally come to terms with the failure of the mass-production approach to education, and is allowing… |
Sequence 1Parent Education: Parent Education: Defining the Needs By Barbara Harrison Ms. Harrison isolates succintly four main areas… |
Sequence 1"Life is a Series of Rebirths" by David Kahn The 1983 Summer Institute One did not know what to expect at… |
Sequence 17would have been valuable. The issue of accountability was not addressed fully. Teachers in our position need to be aware of… |
Sequence 7system. AMS weakness - same as AMI. Also, scattered knowledge and little understanding about scope and sequence. Weakness 3 -… |
Sequence 11University of Maine University of Northern Colorado Villanova (PAl undergraduate, indep. study graduate undergraduate I… |
Sequence 7Notes: 'Freud, Ernst L., ed. The Leners of Sigmund Freud. New York: Basic Books, 1960. p. 319. 'The Reiss-Davis… |
Sequence 635 exceptions. Picnics have already been mentioned. They can be held not only in the park or the zoo, but also on the roof of… |
Sequence 3031 Gupta, R. K. (1964). Consciousness and the child. Around the Child, .2_, 42-45, (4). Hillman, Rebecca. (1968, Fall… |
Sequence 7071 Latifi, Azra. (1973). Around the Child, The discovery of the child and of an aim for life • ..!..?., 59-60, ( 2).… |
Sequence 158160 Z. Task Persistence/Time on Task Hamilton, V. Jane & Gordon, 0. (1978). Teacher-child interactions in… |
Sequence 4tionship and in choosing the methods 10 be used. 9. Be aware of your emotional reactions if parents question or disagree with… |
Sequence 43• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
Sequence 122is to develop the interest of the child, and the pedagogical basis of the whole school is the developmental needs of the child… |
Sequence 29Parents were interviewed in person. Involvement directly with the school was hard to measure. Types of involvement were… |
Sequence 80teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 7able to obtain each child's individual scores on the Spring, 1988 compe- tency tests in Reading for Grades One through… |
Sequence 58develop in their children a style of learning that is active and inter- grated, not passive and fragmented. Here at Mitchell… |
Sequence 87Villegas and Biwer report that there are two major benefits associ- ated with parents' active involvement in the… |
Sequence 42that readiness is not only born but made. You make readiness. The general proposition rests on the still deeper truth that a… |
Sequence 61IMPLEMENTING MO~RI IN THE URBAN SECTOR by Sandra J. Sommer Sandra Sommer, an energeti.c school principal demonstrates what… |
Sequence 74Whole language teachers use their own creative energy tfJ initiate learning experiences. This may take the form of stimulating… |
Sequence 124her clinical experience--if he or she had one, and if it was done well. These are big ifi. The kind of literacy that we are… |
Sequence 156I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 70of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 1244. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and… |
Sequence 134------------------------~ -- -- Projected Costs for Applied Research Writing Tasks: • Manual for Ethnographers Manual for… |