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Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 15you put on the biggest reforms you can think of, success is ultimately an issue of local implementation. The second major… |
Sequence 19But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 20SYsTEMIC CHANGE AND EDUCATIONAL REFORM by Robert M. McClure Robert McClure's Mastery in Learning Project is a carefally… |
Sequence 3implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 22prosocial motivation: A socialization study. Developmental Psychology, 25, 509-15. Glasser, \VI. (1969).… |
Sequence 78Conclusion It may be obvious that the practical suggestions I have introduced only scratch the surface of the research and… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 22Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 13action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
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… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 1250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 8198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 1226 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 references Csikszentmihalyi, M. Creativity. New York: HarperCollins,… |
Sequence 1HigH scHool frameworks at clark montessori by Dean Woodring Blase and Marta Donahoe Clark Montessori Junior and Senior High… |
Sequence 27Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 125Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 126Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 6questions for each exercise. At the third grade level, I use McCall-Crabbs booklet A, which has ten multiple choice questions… |
Sequence 3Spelling Dictation of spelling words is a daily must. This is the step that enables children to blend sounds together to read… |
Sequence 5possible in word combinations. Do not skip any of the grammar exercises in the function of words and reading analysis.… |
Sequence 556 Spelling Rules Spelling rules do not tell how to spell a word but only confirm the spelling. The correct spelling must be… |
Sequence 103be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 145you put on the biggest reforms you can think of, success is ultimately an issue of local implementation. The second major… |
Sequence 149But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 150SYsTEMIC CHANGE AND EDUCATIONAL REFORM by Robert M. McClure Robert McClure's Mastery in Learning Project is a carefally… |
Sequence 131implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 49its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 90References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 96prosocial motivation: A socialization study. Developmental Psychology, 25, 509-15. Glasser, \VI. (1969).… |
Sequence 124Conclusion It may be obvious that the practical suggestions I have introduced only scratch the surface of the research and… |
Sequence 228encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 157Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 211TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 222action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 165into 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… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 297Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 6050 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 208198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 3226 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 references Csikszentmihalyi, M. Creativity. New York: HarperCollins,… |
Sequence 8781 Blase and Donahoe • High School Frameworks at Clark Montessori HigH scHool frameworks at clark montessori by Dean… |
Sequence 45Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 52questions for each exercise. At the third grade level, I use McCall-Crabbs booklet A, which has ten multiple choice questions… |
Sequence 51Spelling Dictation of spelling words is a daily must. This is the step that enables children to blend sounds together to read… |
Sequence 53possible in word combinations. Do not skip any of the grammar exercises in the function of words and reading analysis.… |
Sequence 6056 Spelling Rules Spelling rules do not tell how to spell a word but only confirm the spelling. The correct spelling must be… |