Search Inside Documents
Displaying results 201 - 300 of 710
Sequence 17134 Part Two - For a Science of the Formation of Man also published an article by Erwin Krauss, a follower of Alfred Adler,… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 25Some people use a planning sheet to explore their wonder. What other questions do you have about your topic? You should have a… |
Sequence 7In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
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 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 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 543 Nehring • Implementing Inclusion Theory into Practice the title of her book to The Montessori Method, when it should have… |
Sequence 1a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires the reader to consider how a truly inclusive… |
Sequence 2108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 5111 Dattke • A Montessori Model for Inclusion [These five conditions are necessary for successful inclusion but do not… |
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 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 1717 Wolf • Chapter Three: A Child’s Tale actually learn anything from environmental print? When do they begin to notice… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 656 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 variations that exist in English (or any other nonphonetic language).… |
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 971 Norris • Biodiversity and Peace dents naturally start asking their own questions and making their own observations.… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
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 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 17371 Murphy-Ryan • The Role of the Physician completed suicide was 5.91 [95% CI 2.45-14.27]). The CI (confidence interval) is… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
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 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 729 Orr • The (Missing) Politics in Environmental and Sustainability Education and in ways that we will not comprehend.… |
Sequence 830 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Further, like those of Germany in the 1930s, schools, col- leges, and… |
Sequence 752 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Maria Sibylla Merian (1647–1717) Swiss-German Maria Sibylla Merian has a… |
Sequence 372 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 473 Christian • The Anthropocene: Threshold 8 twenty nations signed the General Agreement on Trade and Tariffs (GATT), which… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 7many of the ballads are simply asking to be acted out. There's one which children - the little wretches - (heavy laughter… |
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 9Working and Earning Many of the activities of Erdkinder - whether in a hostel, on the farm, or in the shop - provide… |
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 1Editorial Report: On the Significance of Personality Substitution by Jon R. Osterkorn, ACSW, Ph.D. With literary allusion… |
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 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 232 rabbits, ducks and chickens; use and market their products such as eggs, milk, yogurt, cheese and wool; account for the… |
Sequence 1Report from Atlanta by Marsha Kleis The mere notice of an AMI National Study Conference - Adolescence: An Ex- ploration -… |
Sequence 1Feature: The First Campout by Jim Roberts Jim Roberts has contributed the definitive campout manifesto, demonstrating a… |
Sequence 8evidently there is tremendous attraction felt by the child for the spoken word, for the way people talk. One will even acquire… |
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 430 Not a photograph: only the eyes have seen for remembrance. The Master of Cere- monies conducts us to another room already… |
Sequence 1Montessori and the Special Child by Jon Osterkorn Little did Dr. Montessori realize as she passed through the gates of the… |
Sequence 2work with disabled children, specialized training courses have been established by 1he Association Montessori lnternationale… |
Sequence 1212 B. PoUtical and Social Change (looking at the peasant movements in Germany, France, and America; the development of unions… |
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 12 The bibliography, is organized by topics not by dates. In so far as possible we used large encompassing topic… |
Sequence 2627 Jordan, Nancy. (1974). The malad'usted child in a Montessori settin Paper delivered at the Congress in Turin.… |
Sequence 5152 Barnard, Grace Everett. (1916, February). Montessori conference at the NEA 1915 meeting. The Kindergarten and First… |
Sequence 9596 MATHEMATICS Calvert, Patty. (1972). Memory game variation. The Constructive Triangle, ~. 19, ( l). Joosten, A. M. (… |
Sequence 97Wa~~nschein, Martin. (1960). The teaching of mathematics--A tragedy. Paper presented at the 12th International Montessori… |
Sequence 156158 Berk, Laur a E • ( 19 7 3) • :cA:..:.nc...:a:..:.na;a::.:l:.iYc,S:-=i:..;s:.....;oc;fc--'a:..;c'"'… |
Sequence 170172 Gans, Ruth (1979). Consultation: A rationale for the total school approach. 30-32, (3). The Constructive Triangle… |
Sequence 190192 Gitter, Lena L. (1973). Montessori method of indirect preparation for reading and wr1t1ng. Journal of Special… |
Sequence 191193 Vaz, Nimal. (1984). Comunications, 4, Montessori and the child with developmental disabilities 5-13, (9). E.… |
Sequence 192194 Bjorksten, Christel. (1983). Neuropsychological "soft signs" in children and rehabilitation… |
Sequence 193195 Kahn, David. (1981). Dealing with problems: Beyond the elitist principle: Kahn/Plank interview. NAMTA Quarterly… |
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 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 1INTERVIEW WITH HILDEGARD SOLZBACHER Director or Training, AMI Montessori Institute Administrator, New World Montessori School… |
Sequence 2Catholic girl's high school all at the same time. Next, 1 did all the planning, administrating, and teaching of a new… |
Sequence 5October specially prepared cnvironment, one in which he could make his own discoverics and arrive at concepts throughhis… |
Sequence 106GEORGIA AMI ELEMENTARY TEACHER needed for 1987-88 for 6-9 class. MCDC Montessori School, Atlanta, established 1970. New… |