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Sequence 5mathematical achievement on the Standard school tests. Kimmins asked that he be allowed to administer a series of individual… |
Sequence 8accelerated as a consequence of using the Montessori materials. Subjects were in their second year in three different… |
Sequence 5I want students to be able to answer the question-What is a Mon- tessori school?-and to be very much conscious of what we are… |
Sequence 4involved. It was based on diffel'enth1tion and individuation which is a holis- tic pl'ocess. It was not just a… |
Sequence 2of beliefs, its ability to ignite the enthusiasm and commitment of teach- ers, stems from a spiritual and undiluted energy… |
Sequence 7will find policies of the school negotiable. She will repeatedly have difficulty doing those structural things that parents do… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 10Montessori. This confounds the results and perhaps explains why Banta found only slight differences between the Montessori and… |
Sequence 11scale periodically throughout the year. Second, it is not clear if the study was done in January of the first year the child… |
Sequence 6can see it - North America, South America, Europe, Asia, Africa, Australia." As she named the continents her hand… |
Sequence 8• Outdoor Sports and Games: For the younger ones-simple balance beams, climbing structures, jump rope, hopscotch, and ball… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 27achieving the development of the human personality, rather than the narrower one of providing culture only, then a close… |
Sequence 6A Montessori teacher who is willing to learn and change based upon his or her own ob!3etvations and careful record keeping… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 12old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 18particularly in maLh, science, and writing, but also of note were history, foreign languages, geography, and grammar. Thinking… |
Sequence 19Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 4Because no classroom can contain the an- swers to all of the child's questions, "going out" is a… |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 3America were developed to imitate the solidity of traditional schools. Although they included multi-age groups, prepared… |
Sequence 4chance of surviving in the future. The philosopher George Santayana (1905) has said that the point of studying the past is to… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 6Because man is the talking animal, because language is so crucial to the human being and his life, language in the Montessori… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 18Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 21school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 22Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 23Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 24Joosten: 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 1they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 3your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 7Erdkinder Atlanta: Would it be possible to include children who have had Montessori schooling, perhaps in the primary years… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 2Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.… |
Sequence 3good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 6foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 13sure to have placed on them. Academically. They have exerted their own pressure upon themselves during the years from six to… |
Sequence 14The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 9twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 15WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 15have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-… |
Sequence 4Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 6Salzmann spoke about thirty-five years ago (The Child-Man of Tomor- row, national conference, Atlanta, October, 1970), and… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 2THE SENSORIAL AWAKENING: THE CHILD UNDER SIX IMMERSED IN THE NATURAL WORLD by J oen Bettmann Joen Bettman' s medley of… |
Sequence 1FROM THE GARDEN TO THE FARMHOUSE: FARM LIFE AND EDUCATION FOR CHILDREN UNDER Six by Lyn Dyck A glimpse of a whole school on… |
Sequence 2EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 3miles east of Atlanta, with no prospect of becoming rural. In fact, the tension has come from the fact that we have no desire… |
Sequence 5Farm Hostel Garden To serve. to sell, Shop Coffee House to eat Market Pizza Day Produce, Crafts Lunch Service Baked… |
Sequence 8ing. Students presented to the class and the staff and gained support to move forward, so we did a second occupation focused… |
Sequence 2JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 2OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 2TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 2MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 2MONTESSORI SPECIAL EDUCATION AND NATURE'S PLAYGROUND by Nimal Vaz Nimal Vnz takes us to the esse11tia/s of Montessori… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 16We also want to consider the social aspect of the adolescent. People often see this as a detriment, so if you go into a more… |
Sequence 37Ele111e11tnry (6-9 nnd 9-12) and Adolesce11t (12-15) Tuition Ranges Figure 22 shows tuition ranges for lower elementary (6-9… |
Sequence 8which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 1COMPETING WITH MONTESSORI AND NON-MONTESSORI SCHOOLS by Jerri King Jerri Kiug challenges sc/1ools to embrace their distinct… |
Sequence 2a significant outdoor component. Some schools have long histories of stability and strong school A common mistake is to… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 20Dr. Claremont was always full of surprises. One day at Ashdun Hall in Atlanta, when I was showing some young elementary… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 2for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 1UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 2the first week of school. When Mr. Wallace Nelms came to speak to our class, my perception of our boring suburban neighborhood… |
Sequence 7Hannah Stokes Hester, Ms. Finley's great-aunt who once owned the property where Arbor Montessori School stands today.… |
Sequence 34and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 2STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 2EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |