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Sequence 6the point of view of his or her own discipline. The article by Donald Boles, "Religion in the schools,"… |
Sequence 3understood better through discussions of bonding, and attachment, and so forth. And so they began to see that here was another… |
Sequence 1HAPP~ REvlSITED by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi has spmt the last 25 years pursuing an understanding of… |
Sequence 4Optimal experience is thus something that we make happen. For a child, it could be placing with trembling fingers the lase… |
Sequence 5In the beginning our data consisted of interviews and questionnaires. To achieve greater precision we developed with time a… |
Sequence 1APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
Sequence 1THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 4Ratner: These are aberrations, not nature's norms. Nature, because of the intersection of causes, only works for the most… |
Sequence 2hance the probability that engagement would occur. She expected that her legacy would include further research into the means… |
Sequence 1EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 20devising more and more precise ways of measuring the speed of light. When he was asked in his old age why he had done so, he… |
Sequence 27I feel that concentration when I work on the looms; I am there and that's it. Because if your head is somewhere else and… |
Sequence 1THE GROWTH OF COMPLEXITY: SHAPING MEANINGFUL LIVES by Mihaly Csikszentmihalyi and Reed Larson As an outgrowth of Dr.… |
Sequence 4patterns of religion from personal religious experience to its commu- nal institutionalization. This was one of the… |
Sequence 2SELF AND EVOLUTION by Mihaly Csikszentrnihalyi Current views of evolution presented at the Epic of Evolution conference… |
Sequence 1EVOLUTION OF ADOLESCENT BEHAVIOR by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi states that "growing up"… |
Sequence 3does not experience interest (e.g., Iran-Nejad & Cecil). If interest en- hances the learning process, it should be of… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 2MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 29The other thing we know, and this is primarily from work at the University of Chicago, is that language is irrepressible, that… |
Sequence 44hears and the language he or she is able to produce is a product of genes. These studies absolutely need to be repeated with… |
Sequence 3So the position I am standing in right now is in many ways excruciatingly awkward-not only because the idea of emphasizing… |
Sequence 21Montessori education was soon launched and later carried out by subsequent generations. This leads us to the second question… |
Sequence 3Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
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 2NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 7• Illinois' Chicago Child-Parent Centers served 1,500 children. Participants have been followed to age twenty. How did… |
Sequence 8By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 10Vision and the Critical Period 1n the visual. cortex, postnatal brain development has been quan- tified by Peter Hutten… |
Sequence 1ADOLESCENTS' QUALITY OF ATTENTION AND AFFECT AFTER MORNING NATURE w ALKS: FINDINGS FROM A STUDY OF NATURE AND EDUCATION… |
Sequence 5We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 9The sixth characteristic of a Montessori lesson is that it is de- signed to elicit activity from the child. In every instance… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 1nature exPerience and education by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 1into the city: near north montessori school and the uses of environment by Rick Mosher Rick Mosher’s coining of the word… |
Sequence 9111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 1creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence by Kevin Rathunde Kevin Rathunde reflects on… |
Sequence 418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 432 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What’s the magical chemistry that happens when a team impro- vises in… |
Sequence 284 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 liViNg By gAiA by Lynn Margulis The 2018 Cleveland conference screened… |
Sequence 8162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 1A Time To Read by Peggy Stern Here follows an impressionistic recall of literature's meaning and place in the home… |
Sequence 1The Future and Montessori by Richard Salzmann Mr. Salzmann connects scientific and educational mainstream thinking to… |
Sequence 1The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 1The Administrator: Leader or Officeholder? by Robert M. Hutchins Robert M. Hutchins made a major impact on the theories and… |
Sequence 90the point of view of his or her own discipline. The article by Donald Boles, "Religion in the schools,"… |
Sequence 120Coursework will be divided between two consecutive summers, the first scheduled for July 1 to August 2, 1991 and continuing in… |
Sequence 179understood better through discussions of bonding, and attachment, and so forth. And so they began to see that here was another… |
Sequence 74HAPP~ REvlSITED by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi has spmt the last 25 years pursuing an understanding of… |
Sequence 77Optimal experience is thus something that we make happen. For a child, it could be placing with trembling fingers the lase… |
Sequence 78In the beginning our data consisted of interviews and questionnaires. To achieve greater precision we developed with time a… |
Sequence 117APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
Sequence 196Patricia Ludick has facilitated language and field experiences at Ruffing Montessori School East (Cleveland Heights, Ohio).… |
Sequence 57THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 146Ratner: These are aberrations, not nature's norms. Nature, because of the intersection of causes, only works for the most… |
Sequence 252The North American Montessori Teachers' Association In cooperation with the Montessori Teacher Education Collaborative… |
Sequence 257the Latin presented in the Keepers of Alexandria grammar component. In the end, however, the goal of the course is to instill… |
Sequence 146hance the probability that engagement would occur. She expected that her legacy would include further research into the means… |
Sequence 123EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 142devising more and more precise ways of measuring the speed of light. When he was asked in his old age why he had done so, he… |
Sequence 149I feel that concentration when I work on the looms; I am there and that's it. Because if your head is somewhere else and… |
Sequence 182THE GROWTH OF COMPLEXITY: SHAPING MEANINGFUL LIVES by Mihaly Csikszentmihalyi and Reed Larson As an outgrowth of Dr.… |
Sequence 203The Keepers of Alexandria (formerly Meet Us in Alexandria) is a cutting-edge curriculum project guided by university… |
Sequence 190patterns of religion from personal religious experience to its commu- nal institutionalization. This was one of the… |
Sequence 210SELF AND EVOLUTION by Mihaly Csikszentrnihalyi Current views of evolution presented at the Epic of Evolution conference… |
Sequence 111EVOLUTION OF ADOLESCENT BEHAVIOR by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi states that "growing up"… |
Sequence 126does not experience interest (e.g., Iran-Nejad & Cecil). If interest en- hances the learning process, it should be of… |
Sequence 150community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 260Pedagogy for the Planet: From Childhood to Adolescence (Baltimore, November 5-8) linked the adolescent quest for Erdkinder to… |
Sequence 247NAMTANEWS MONTESSORr/Csn<SZENTMIHALYI RESEARCH PROJECT DEFINES GENERAL PARAMETERS Mihaly Csikszentmihalyi, well… |
Sequence 16MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 128PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 204• Feasibility study of high school level for The Montessori Farm School, Montessori high school curriculum design and incor-… |
Sequence 43The other thing we know, and this is primarily from work at the University of Chicago, is that language is irrepressible, that… |
Sequence 58hears and the language he or she is able to produce is a product of genes. These studies absolutely need to be repeated with… |
Sequence 478So the position I am standing in right now is in many ways excruciatingly awkward-not only because the idea of emphasizing… |
Sequence 544Montessori education was soon launched and later carried out by subsequent generations. This leads us to the second question… |
Sequence 599land, OH). He also teachessports,music, and mathematics at the Farm School. John McNamara is teaching principal of Ruffing… |
Sequence 7Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 9measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 17A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 192Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 125NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 126I accepted a job at the University of Utah partly because of expe- riences that I had in nature. I love the desert and the… |
Sequence 13NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 67A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 32THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 349• Illinois' Chicago Child-Parent Centers served 1,500 children. Participants have been followed to age twenty. How did… |
Sequence 202By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 71Vision and the Critical Period 1n the visual. cortex, postnatal brain development has been quan- tified by Peter Hutten… |
Sequence 218ADOLESCENTS' QUALITY OF ATTENTION AND AFFECT AFTER MORNING NATURE w ALKS: FINDINGS FROM A STUDY OF NATURE AND EDUCATION… |
Sequence 67We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |