Search Inside Documents
Displaying results 101 - 200 of 483
Sequence 2THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 6The right hemisphere reasoned holistically, recognized patterns, and interpreted emotions and non-verbal expressions. Nowadays… |
Sequence 7were younger, or perhaps you have observed children engaged in a similar pastime. First of all, l eliminated the "… |
Sequence 1ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 7tales, we call it in Australia): 'Johnny did so-and-so.' 'Betty did such- and-such,' and so forth.&… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 2FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 12009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 2• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 2native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 12diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 3the Bengle to Patagonia, the Galapagos Islands, New Zealand, and back to England, and of Darwin's patient scientific… |
Sequence 14Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 7The roots are in the way we organize the sharing of the wealth. That is where the root of world peace is. Our children, being… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 8The project is underway, and AMl signed the agreement with camp council members in February, 2010. As the project progresses… |
Sequence 9Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 10board was established with people of influence and connections. Pro bona legal services were secured from two of Australia… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 12School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 4Preface The Momesson Australia Foundation firmly believes In the Montessori idea of 'Education as an aid to life',… |
Sequence 10Moncesson National Curriculum Framework Montessori National Curriculum: Overview Introduction The Montesson National… |
Sequence 20Montessori National Curriculum Framework or repeat the activity until they have mastered 1L In this way children come to lhmk… |
Sequence 22Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 28Montessori National Curriculum for the First Plane of Development from Birth to Six Years Freedom of choice is a central… |
Sequence 41Montessori National Curriculum for the First Plane of Development from Birth to Six Years The Montessori Early Years Learning… |
Sequence 44Montessori National Curriculum for the First Plane of Development from Birth to Six Years Social relations regulate (in… |
Sequence 47- - Montessori National Curriculum for the First Plane of Development from Birth to Six Years ,-- I Activities include:… |
Sequence 62Montessori Nat1onal Curriculum for the First Plane of Development from Birth to Six Years Geography Content Strand I… |
Sequence 68Molltessori Natiollal Curriculum for the First Plane of Developmem from Birth co Six Years Content Strand Knowledge, Skills… |
Sequence 73Montessori National Curriculum for the First Plane of Development from Birth to Six Years For this reason, the guidelines… |
Sequence 78Montessori National Curriculum lor the Second Plane ol Development from Six to Twelve Years Children's House for a vIsIL… |
Sequence 84Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years how these domains are interrelated… |
Sequence 101Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years… |
Sequence 120Montessori National Curriculum for the Second Plane of Development from Si)( to Twelve Years Writing: spelling Writing:… |
Sequence 142Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years I Multiply a fraction by a… |
Sequence 143Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Percentage I-recording and… |
Sequence 153Montessori National Curriculum for the Second Plane of Development from Six 10 Twelve Years Geometry and Measurement… |
Sequence 166Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years >---- Volume: solids f… |
Sequence 170Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Subsequent science experiments… |
Sequence 177Montessori National Curriculum for the Second Plane of De•elopment from Six to Twelve Years Society and civilisation needs… |
Sequence 178Montessori National Curriculum for the Second Plane of Development from Six to Twel,e Years - I Our Nation Build knowledge… |
Sequence 179Montessori National Curriculum for the Second Plane of Development from Six lo Twelve Years Landforms Review knowledge of and… |
Sequence 180Montessori National Curriculum for the Second Plane of Development from Slx to Twelve Years I The creation I Explore and… |
Sequence 181Montessori National Curriculum for the Second Plane of Development from SiK to Twelve Years f Geography: first… |
Sequence 188Montessori National Curriculum for the Second Plane ol Development from Si~ to Twelve Years Society and civilization (2nd… |
Sequence 189Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Migration Study the movement of… |
Sequence 190Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years I Australian I political… |
Sequence 191Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The study of the world Study of… |
Sequence 192Montessori National Curriculum for the Second Plane of Development from Si~ to Twelve Years L Australian citizenship… |
Sequence 194Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years - - reference and research… |
Sequence 216Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Dance Styles Appreciation… |
Sequence 235Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 252Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years English Introduction… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 286Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sncteen Years Timelines are used and… |
Sequence 289Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 296Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Students then pose one… |
Sequence 5lution relative to place and time the adolescent could make come to life through the re-imagination of lives lived, using the… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 4110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 unceasing toil of these agents explain so many of the phenomena with… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 10118 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Each culture is represented by a horizontal line at • the appropriate… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 395 Abbott • Battling for the Soul of Education of numerous decisions taken in times past by policymakers as they reacted to… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 6138 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also want to emphasize that this process of self-construction happens… |
Sequence 1The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we cannot imagine. This is our hope.” In… |
Sequence 2486 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 drawn to each of these sources of information. Rather than over-… |
Sequence 5The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 1Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 5AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 38AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 49Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 65The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 39AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 50Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 66The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 167AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 69 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 976 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 nections, the way Ted Sizer did with his opening homeroom period of 35… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 3Certainly many features of the Casa could be used to help these children, but really cognitive stimulation is not the only… |