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Sequence 220Maryland Wanted Montessori teachers for toddler room (ages 2-3) and prepri- mary (3-6). Positions open now. Please send… |
Sequence 222artistic base for the area. Come join us! Please send resume and letters of reference to: WeezieHoule, Director Amherst… |
Sequence 233ed-.eatiOH 10, " Now Wo,ed ~ The Montessori Training ) Center of Minnesota ir Announces 2004 Courses Elementary… |
Sequence 23of interesting and helping the parents of the children who are on the waiting list to begin this exploration at home. The… |
Sequence 214Send resume to: Director MCSAdolescentCommunity Montessori Community School 4512 Pope Road Durham, NC 27707 Fax: 919-493-… |
Sequence 25We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 84else in there that helps them process musical information, and some- thing else that can do mathematical operations, and these… |
Sequence 260Denison is a magnet school in the Denver Public Schools and opened its first Children's House in 1986. Currently there… |
Sequence 271allows expansion at all levels. Kingsley is an innovative, creative, dynamic Montessori school looking for the best… |
Sequence 272Address: 282 Porter Street Melrose, MA 02176 (home) 70 West Emerson Street Melrose, MA 02176 (school) Thacher Montessori… |
Sequence 282For 30 years, the Montessori School of Anderson has stood for a quality Montessori education in South Carolina. Our stable,… |
Sequence 54Massa eh usetts The Amherst Montessori School in Amherst, MA is accepting appli- cations for an AMJ or AMS Toddler Teacher… |
Sequence 63Washington Arbor Schools Sammamish, Washington .. .is looking for Toddler, Primary, Lower & Upper Elementary Teach… |
Sequence 325Gestalt Adolescent Psychology Pavlov Nature vs. Nurture Skinner Operant Conditioning Dewey Open School Erickson Eight… |
Sequence 408Our poor earth can't keep up with the busyness of our heads any more than we can keep up with each other and that is why… |
Sequence 98What we lose in our great human exodus from the land is a rooted sense, as deep and intangible as religious faith, or why we… |
Sequence 101REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 213* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 231Connecticut Head I Co-Directress (2.5-6years) Must hold an undergraduate col- lege degree as well as Montessori Primary… |
Sequence 239Curt Chamberlain, Head of School 30 Old Mill Bottom Road North Annapolis, MD 21409 Fax: 410-757-8770 Ore-mail:… |
Sequence 256Montessori Teachers in Milwau- kee Public Schools Applications are being accepted for2006/2007. Teachersareneeded due to… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 173Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 213ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 215Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 261MSOQ is a diverse community, currently serving 110 children be- tween the ages of 3-9. Our school offers 4 beautiful primary… |
Sequence 20America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 25THE CHILD IN NATURE: MONTESSORI' s ANSWER TO THE ECOLOGICAL CRISIS by Phyllis Pottish-Lewis lll this article, fo1111ded… |
Sequence 49THE FOUR PLANES OF SOCIAL DEVELOPMENT: How To MoVE FROM A LITTLE CHILD TO WORLD PEACE by Patricia Schaefer Ms. Schaefer… |
Sequence 67UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 303MONTESSORI OUTREACH: A PLATFORM FOR CHANGE by Molly O'Shaughnessy Molly O'5/za ughnessy' s plan for social… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 343EARLY INTERVENTION ON A LARGE SCALE by Arthur J. Rolnick and Rob Grunewald It is rare that n top official at fl,e Federal… |
Sequence 233For Children's House, and Upper Elementary positions send resumes to: Nicole Deutschman 10399 W. 44th Ave. Wheat… |
Sequence 242direction to the school as it enters its47th yearofoperation. Applica- tions will be reviewed on a rolling basis until the… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 1011 would therefore initiate teachers into the observation of the most simple forms of living things, with all those aids which… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 234ofColoradoContentStandards. For more information contact: Leneh Wingard 970-879-8108 or info@ssmontessori.org Visit our… |
Sequence 241pleasehanddeliverormailforarrival by Monday, February 2nd, 2009 Ben Moudry Great River School 1326 Energy Park Drive St.… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 258Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 22Rexford Brown 2 described the skj[[ set necessary for a systemic understanding of the global problems of our time: • Looking… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 156ulty to ensure a cohesive approach toward our children. Our school is in its28th year with Toddler through Elementary… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 116at the center of his program for the realization of that destiny. His ideas took hold, and reinvention of the Prussian… |
Sequence 117103 Chapter I On the Move with the "New Child" 1.1 Beyond the Pillars of Hercules "At 8 o'… |
Sequence 106Creative persons differ from one another in a variety of ways, but in one respect they are unanimous: They love what they do… |
Sequence 269Qualified applicants will be AMI or AMS Montessori credentialed for 3-6 and must be highly quali- fied under NCLB (No Child… |
Sequence 272start in August 2011. Necessary qualifications include Bachelor's degree, Montessori Elementary certification, working… |
Sequence 148Barat Montessori School seeks an AMI Primary trained guide and an assistant. Located 17 miles west of Boston,our beautiful… |
Sequence 149willingness to work collaboratively in a warm environment. Come join us at our lovely new facility! Adams Montessori is a di… |
Sequence 172162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 173163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 198188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 220210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 262252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
Sequence 292282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 298288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 195189 The NAMTA Journal Massachusetts Adams Montessori School, Quincy, Massachusetts seeks an upper elementary guide for the… |
Sequence 1610 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that of which we are fully capable. We often experience intense joy in… |
Sequence 2115 Black • Community the child can develop a life. That is why we call this institu- tion a House of Children. The idea is… |
Sequence 2216 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ful activity upon which the child can focus her concentration. This is… |
Sequence 2620 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 able young man serving as a mentor and companion to the young man with… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 7771 Sobel • Place-Based Education the students hadn’t just consumed a set of facts; they had developed a set of higher-order… |
Sequence 208202 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 curriculum management and class- room schedules, record keeping,… |
Sequence 4135 Black • Montessori All Day all the little objects made of various material, whether brass, silver or wood, laying and… |
Sequence 4236 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 5044 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children might climb and jump from. Well-developed outdoor spaces are… |
Sequence 5448 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Does it take a different kind of adult to successfully implement an all-… |
Sequence 5953 Cossentino • Following the Family following The familY: an overview of The BirTh-To-six research ProjecT by Jacqueline… |
Sequence 7064 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 9185 Begin • Montessori Early Childhood Education in the Public Sector Developing and disseminating a general guide, •… |
Sequence 9892 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Cornerstone Montessori School, St. Paul, MN |
Sequence 201196 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 spectives and emerging voices. Foster a strong sense of community in… |
Sequence 7973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |
Sequence 112106 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Cornerstone Montessori School, St. Paul, MN |
Sequence 113107 Black and Davis • Montessori All Day, All Year MontessorI all day, all year by Connie Black and Liza Davis Introducing… |
Sequence 159153 Powell • Montessori Practices: Options for a Digital Age MonTessori prAcTices: opTions For A digiTAl Age by Mark Powell… |
Sequence 3123 O’Shaughnessy • The Observation Artist Jackson reports that “People who focus well report feeling less fear, frustration… |
Sequence 4840 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 5345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 5850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 6153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 6456 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 7668 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 wOrk curves fOr individual children The practice of creating work curves… |
Sequence 10496 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
Sequence 120112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 145137 MacDonald • Becoming a Scientific Observer for the services of these professionals and to pay for the tools and… |
Sequence 162154 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that we have presented too late! Yet for the child, these activities do… |
Sequence 192184 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 214206 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 iv Observations regarding these points and their particular details… |
Sequence 219211 Joosten • Observations These daily and weekly notes should, of course, also include a more technical and formal part:… |
Sequence 253245 Kripalani • Observation Or do the other children help and put the things in order? Are all the dirty linens, etc.… |