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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 296Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Students then pose one… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
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 7181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 10118 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Each culture is represented by a horizontal line at • the appropriate… |
Sequence 1community: a hallmark of our aPProach by Connie Black All the basics of the Montessori prepared environment are put into an… |
Sequence 1317 Black, Linares, O’Shaughnessy • The Best for the Youngest we have established two departments: the Education Department… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 1scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert-Krocker Laurie Ewert-Krocker emphasizes the teacher’s role in… |
Sequence 1creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence by Kevin Rathunde Kevin Rathunde reflects on… |
Sequence 923 Rathunde • Creating a Context for Flow and work, or that it was related to the positive outcomes discussed earlier in… |
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 913 Sackett • The Scientist in the Classroom of a particular child, the truth of our children. And then–because we are not… |
Sequence 527 Sackett • The Scientist in the Casa knowledge for the very practical purpose of supporting optimal development in young… |
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 4306 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 her “relationship” with the teacher. She didn’t consider that she had a… |
Sequence 4332 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Still other children are walking through the classroom seemingly not… |
Sequence 2486 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 drawn to each of these sources of information. Rather than over-… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
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 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
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 119AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
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… |
Sequence 1At Home in the Natural World by Jim Roberts Jim Roberts emphasizes the importance of sensorial experiences of na- ture at… |
Sequence 2In our second year, we built our own building and expanded the class considerably - so much so that I had just enough time for… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 3Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 4her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 5together to make sure that maybe he doesn't have to leave at nine and then go into the third grade, fourth grade and not… |
Sequence 6Not so much at the seventh and eighth and ninth and tenth years, which is precisely what you are now doing, but when the child… |
Sequence 7Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 8Joosten: Limit the preliminary experiment to two years and then during the third it will be complete. Then repeat the… |
Sequence 9Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 10themselves during the years from six to twelve: during these years when they can work the hardest, when they are capable of… |
Sequence 11Erdkinder Atlanta: It may be the expansion of the peer group. Joosten: If it is that, then it is already not your experiment.… |
Sequence 12adaptable than the mother. I don't even talk about the fathers. Tomorrow, if you go to Europe for three months, the… |
Sequence 13a clarity of vision. But anyone's vision can fail. How can we build in experimental controls so that we can have the same… |
Sequence 14some of what is done does not come from Montessori, they know after thirteen years what works practically. Erdkinder Atlanta… |
Sequence 1A School for My Children by Phil Gang Mr. Gang, in an effort to bring the Montessori adolescenr education closer to the mind… |
Sequence 3for the theater and thereby free up that money for the water heater. After about fifteen minutes of debate ... each resident… |
Sequence 2social integration of the handicapped and multiply handicapped child. They have systematically applied Montessori therapy to… |
Sequence 1Report from Erdkinder Atlanta By Phil Gang Jn this report Mario Montessori responds to the previous Erdkinder Atlanta inter… |
Sequence 5The basic community is already functioning. permanently, even if with only a minimum of personnel. In the first place the… |
Sequence 6unlocks leads to nothing of interest to the child. Either the door led to something that was of great interest to the teacher… |
Sequence 3S - STUDENTS F - CORE FACULTY R - COMMUNITY RESOURCES to the same number for 16-I 8 year olds. When the student group is… |
Sequence 44 urban school to be an acceptable compromise it will have to be organized along more traditional lines. So the task for the… |
Sequence 514 Cued speech is not that difficult to learn, especially for Montessori teachers. During the State hearing a member of the… |
Sequence 4older members of the class first choice on the major parts, don't you think? (Assenting comments from the group -… |
Sequence 3good for discussion because all it leads to is other people saying, "Ooh" or "Aah" or &… |
Sequence 1Report from Atlanta by Marsha Kleis The mere notice of an AMI National Study Conference - Adolescence: An Ex- ploration -… |
Sequence 3She was joined by Joseph Hamilton who is currently the director of the program at the Montessori Junior-Senior High School in… |
Sequence 1Feature: The First Campout by Jim Roberts Jim Roberts has contributed the definitive campout manifesto, demonstrating a… |
Sequence 1Daycare & Montessori: Is It A Justifiable Compromise? MONTESSORI CENTER OF BUCKHEAO. LTD. 2461 Peachtree Road. .E. P… |
Sequence 1Mario M. Montessori Is Dead Chronicle of a Ceremony by Camillo Grazzini Mr. Grazzini's sensitive portrayal of the… |
Sequence 2that the Directress is the active link between the child and the environment but that as the child increases, the role of the… |
Sequence 2the leadership of Barbara Gordon - quiet, persuasive, and able to bring a community of teachers and parents together in a… |
Sequence 10Enrollment I. 16 2. 8-14 3. 4. 25-30 5. 15-20 6. 14-15 7. 15 8. 25 9. 25-35 Budget Concerns Supports? College… |
Sequence 1Atlanta Conference: Giving Peace a Chance By David Kahn Raudonis, Momessori. Gang, Muller There are no words to describe the… |
Sequence 48Revesz, Geza. (1925). Progressive education. The Call of Education, 2 71-73, (3). Rogers, George W. (1977). Maria… |
Sequence 160162 Schmid, Jeannine. (1978). the regular classroom. 638). (9). Montessori for eve one? Ada tin Montessori for ERIC… |
Sequence 177179 Perra, w. (1958). Appreciation of a mother-teacher. Around the Child, 2, 61-62, (2). Petersen, Robert C. _!2,… |
Sequence 201Kahn, David. (1981). Some higher education guidelines for the prospective Montessori teacher. NAMTA Quarterly, 2, 32-34… |
Sequence 1A WORLD CORE CURRICULUM by Robert Muller Assistant Secretary-General. United Nations Robert Muller's inspirational… |
Sequence 1Robert Muller: Thoughts of Peace (Speech - excerpts - Atlanta. April, 1985) You have asked me to speak about peace,… |
Sequence 1Education as Peace by John Bremer Dr. Bremer's article portrays, in superb literary style, the contradictions of the… |
Sequence 1Montessori's Concept of Personality: The Development of Inner Peace by Michael Gross Using a careful analytic approach… |
Sequence 5failure. Third, we force children to focus or concentrate on their weaknesses. Lastly, children are bombarded with negative… |
Sequence 100MR. KAHN GOES TO AUSTRALIA Montessori Week-Sydney, Australia, November, 1986 "Based as it is on liberty, the… |
Sequence 101Their brand of Montessori is an act of educational reform. They are taking the Montessori ideal as a "whole system… |
Sequence 106GEORGIA AMI ELEMENTARY TEACHER needed for 1987-88 for 6-9 class. MCDC Montessori School, Atlanta, established 1970. New… |
Sequence 108OHIO Hudson Montessori School is currently accepting applications for a Director/ess at the 6-9 and 9-12 year old Elementary… |
Sequence 74tions differed depending upon whether or not she was present when the behavior ocurred. Turner (1978) designed a test for… |
Sequence 77McCormick, C. & Schnobich, J. (1969). IES Arrow-Dot performance in two Montessori preschools. Perceptual Motor Skills… |