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Sequence 109society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 110I want you to imagine Kerala-a long, thin state that stretches along the southwest coast of lndia-a state where the av- ernge… |
Sequence 111pared to many developed countries. Life expectancy in the United States is only two years more than Keralas, and our literacy… |
Sequence 133Modern Education in Asia, and the Need for Montessori Today, modern education based on the British system can be found in… |
Sequence 175change for this privilege, the students have built an outdoor horno (adobe oven), constructed a beautiful fence, fabricated… |
Sequence 184UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 185the first week of school. When Mr. Wallace Nelms came to speak to our class, my perception of our boring suburban neighborhood… |
Sequence 190Hannah Stokes Hester, Ms. Finley's great-aunt who once owned the property where Arbor Montessori School stands today.… |
Sequence 251and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 264students travel to Fairfield for day- long nature hikes, while Middle school students camp for extended periods of time… |
Sequence 98SPANNING SPACE by Claude A. Claremont Claude Claremont's little treasure book Spanning Space is a11 imagina- tive… |
Sequence 114STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 148ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 162EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 182THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 190THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 236periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 266disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 274and positively with parents, fellow staff, and students alike is helpful. We area small, friendly Montessori school situated… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 121On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 122108 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 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 129On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 130116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 132118 Chapter II School, Family and Society 11.1 Let's save the children! San Diego, 1917: "Last summer I went… |
Sequence 133School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 135Schoof. Family and Sociezv 121 organization of work, penrnttmg the possibility of self-development and giving outlet for the… |
Sequence 143School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 146132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 44A PLACE FOR WONDER: READING AND WRITING NONFICTION by Georgia Heard Georgia Henrd's intuitive knowledge about wonder… |
Sequence 68Some people use a planning sheet to explore their wonder. What other questions do you have about your topic? You should have a… |
Sequence 178are prepared for in a sense but we can't use our abilities, courage, determination, choice, and decision-making powers… |
Sequence 222THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 344Georgia Growing AMS & SACS Accredited Mon- tessori School in suburbs of Atlanta now seeking Middle School, Upper… |
Sequence 31HISTORY IN THE FIRST PLANE p ART I: THE FOUNDATION FOR GLOBAL AWARENESS AND PEACE by Uma Ramani The infant being born into… |
Sequence 47HISTORY IN THE FIRST PLANE p ART II: PEACE STUDIES IN THE CASA, SUPPORTING THE CREATION OF THE MNEMIC SELF by Uma Ramani… |
Sequence 94the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 2414 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 one for a library, one for a kitchen, another for a laboratory, and so… |
Sequence 2515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 152142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 171161 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder The study of cells—… |
Sequence 175165 Swimme • The Resurgence of Cosmic Storytellers the resurGence of cosMic storytellers by Brian Swimme Brian Swimme’s… |
Sequence 191181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 202192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 fear of taking children outside—a concern for the wildness of nature (… |
Sequence 205195 Hutchison • Teaching Nature: From Philosophy to Practice aim is to help children go confidently into the real world,… |
Sequence 208198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
Sequence 218208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 219209 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century fuel cells that promise to inaugurate a new… |
Sequence 220210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 231221 Moore and Cosco • Greening Montessori School Grounds by Design could start work on the outdoor renovation plan, a time-… |
Sequence 243233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 289279 O’Shaughnessy • Epilogue: The Child and the Environment ePiloGue: the child and the environMent by Molly O’Shaughnessy… |
Sequence 146140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 183177 The NAMTA Journal classifieds Arizona Montessori Teachers Needed, Advance U We are looking for creative, dynamic,… |
Sequence 71 Kahn • Preface Preface from early childhood to adolescence: community as oasis and the origins of Peace by David Kahn… |
Sequence 137 Black • Community community: a hallmark of our aPProach by Connie Black All the basics of the Montessori prepared… |
Sequence 8377 Sobel • Place-Based Education Lieberman, Gerald A. and Linda L. Hoody. 1998. Closing the Achievement Gap: Using the… |
Sequence 9286 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 time provided services that supported the whole without anyone directing… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 199193 The NAMTA Journal • Classifieds classifieds California Immediate Need: Adolescent Teacher, Bowman International… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Montessori School, our mission is to cultivate the whole child for… |
Sequence 93 Kahn • Preface Montessori associations are working together, and we all can see new Montessori expansion ahead as the… |
Sequence 115 Black, Linares, O’Shaughnessy • The Best for the Youngest The BesT for The YoungesT: The PaTh Toward uniTY by Connie… |
Sequence 159 Black, Linares, O’Shaughnessy • The Best for the Youngest But there are larger, systemic issues that interfere with optimal… |
Sequence 2317 Black, Linares, O’Shaughnessy • The Best for the Youngest we have established two departments: the Education Department… |
Sequence 2620 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have books and high school was not offered. When she came to the United… |
Sequence 3226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 3529 Black • Montessori All Day monTessori all daY: gracious living wiTh children BeYond The hours of a TYPical school daY… |
Sequence 3731 Black • Montessori All Day I would like to give you a perspective that is backed by Dr. Montessori’s writings as well as… |
Sequence 4034 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 were in the home of their Children’s House more of their waking hours… |
Sequence 4236 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 5246 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 regard to the child himself. Those simple daily activities are for the… |
Sequence 5347 Black • Montessori All Day opportunities for leadership and guidance of younger peers when they are not included. Of… |
Sequence 6054 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 6761 Begin • Montessori Early Childhood Education in the Public Sector monTessori earlY childhood educaTion in The PuBlic… |
Sequence 6862 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 economist James Heckman (“The productivity argument”), invest- ing in… |
Sequence 6963 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 8781 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 131125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 155149 Shubitz • What is the Ideal Infant Group Care Environment whaT is The ideal infanT grouP care environmenT: monTessori… |
Sequence 157151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 165159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 223217 Verschuur • Reflections reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about… |
Sequence 224218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 225219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 226220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
Sequence 230224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
Sequence 232226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 work as a collaborative teammate. Montessori experience is a plus.… |
Sequence 245239 The NAMTA Journal • Classifieds munity in Jupiter, Florida. We have an enrollment of 250 students from Toddlers through… |
Sequence 148 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lation as a whole. I believe that it is best to place young children in… |
Sequence 6357 Nehring • Implementing Inclusion Theory into Practice Getting to know a child with challenges involves knowing the child… |
Sequence 115109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 137131 Helfrich • The Importance of Spoken Language The iMPorTance of sPoken language in PrevenTing challenges in reaDing anD… |
Sequence 159153 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by… |
Sequence 185179 Awes • Supporting the Dyslexic Child in the Montessori Environment a language in which spatial memory is central, as… |
Sequence 191185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 206200 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chologists and special education teachers can serve as consultants to… |